Dulwich Village Pre-School

Dulwich Village Pre-School

Unique reference number (URN): EY547554 Address: Old Alleynian Club, Dulwich Common, London, SE21 7HA Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2017 Registers: EYR Registered person: Dulwich Village Pre-School CIO

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Staff act swiftly to identify children with special educational needs and/or disabilities. They work very effectively in partnership with parents and relevant professionals to devise and implement targeted strategies to reflect children's unique needs. For example, a tent provided as a calming area has been successful as a quiet space for children to think. Equally effective has been the use of a bell to signal snack time. Leaders work closely with staff to write and implement individual education plans. They monitor children's development against the outcomes set to assess the impact. Children who speak English as an additional language are supported with words in their home language. Staff seek support from parents to learn keywords. These provide familiarity and lead children to feel included. Staff consistently introduce language through conversation. All children experience the same opportunities for learning. Staff adapt activities. For example, older children skilfully cut

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Inclusion Strong standard

strips of wrapping paper to make chains. Younger children snip and glue the strips together.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities and English as an additional language, progress well. They develop effective communication skills, engaging in lively conversations and learning new words and facts as they play. For example, when they build a long train they learn that there is a driver's cab at either end because it cannot turn around on tracks. Children enjoy sharing their experiences of travelling on trains, confidently responding to staff questions. Staff plan exciting activities that capture the children's interests, such as making Christmas decorations. Partnerships with external providers such as musicians and rugby coaches, enhance the children's experiences. However, staff are less sure of the intent for group activities.

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Achievement Expected standard

Children focus well on activities and use knowledge they have gained over time to consolidate and connect what they have learned. For example, when mixing paints to make the colour they want, children know that combining blue and yellow paint will make green. Children's show pride in their achievements and these are celebrated by staff, such as when children point to the number 10 when setting the hands on a clock. Gaps in children's learning close quickly and they are well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have developed a routine that helps children to feel safe. Staff introduce prompts to help children to understand what is happening next. For example, they sing a familiar song to indicate washing hands for mealtimes. Leaders and staff have worked on creating an environment of stability for all children. Consistent strategies help children with special educational needs and/or disabilities to manage the transitions through the day. Staff are positive role models. They continually praise children's efforts, such as commenting on children's artwork saying, 'That's amazing' and 'You have really worked hard.'

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Behaviour, attitudes and establishing routines Expected standard

Children are kind to others. They share resources and play harmoniously. Children work collaboratively together to achieve tasks. For example, they use large wooden blocks and planks to build a balancing trail. Children learn to take managed risks. They are confident in the company of staff. Staff join in children's play. For example, they sit at the table in the play house and pretend to order food. Leaders appreciate the busy lives families lead. They work in partnership with parents to promote punctuality and attendance.

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Children's welfare and wellbeing Expected standard

All children have an understanding of the boundaries and expectations within the setting. For example, they line up while waiting for an adult before they go outside. Mealtimes are a social occasion and staff encourage children to understand the importance of healthy eating. Children talk to staff about their choice of fruit, confidently using tongs to serve themselves. Staff sit with children while they eat, supervising them appropriately to minimise the risk of choking.

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Children's welfare and wellbeing Expected standard

Children are encouraged to manage their own personal hygiene. Leaders and staff work in partnership with parents to support potty training. Children with special educational needs and/or disabilities build secure attachments with their key person and other staff. For example, they excitedly share a book brought from home and ask for it to be read at story time. Staff identify children's personal social development through their increased confidence. Children who speak English as an additional language develop in line with their peers. Staff encourage children to pause when conflict arises. This has been successful in supporting children to understand their emotions and seek help from staff.

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Curriculum and teaching Expected standard

Leaders are ambitious for all children in their setting. They are focused on what they want children to learn, such as independence and becoming good communicators. Staff provide activities that meet all areas of learning. For example, children model and create with play dough as they make gingerbread figures. Staff demonstrate how to roll balls. They introduce mathematical language, and encourage children to count out the buttons they make to place on the figure. Children discuss the story of the gingerbread man that they had read the previous day and recite the repeated phrase. Staff engage children in conversation. They talk to them about their creations, using language of texture, size and shape. Staff know children well. They ensure everyone is included by directing parts of the conversation to each individual. This supports children's social skills as they are all involved. Children with special educational needs and/or

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Curriculum and teaching Expected standard

disabilities receive the same opportunities. Staff encourage all children to try new things. However, they are not always sure how planned activities link to individual children's next steps.

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Leadership and governance Expected standard

Leaders are extremely passionate about ensuring their setting provides the best opportunities to all children. They reflect and self-evaluate their practice and the progress children are making. For example, they have effective arrangements to monitor children's progress and identify any gaps in learning. Leaders act on advice and make changes to ensure their setting is meeting all requirements. Leaders and staff work hard to meet the needs of all children. Staff know the children well. They act promptly to ensure children with special educational needs and/or disabilities, those who speak English as additional language and disadvantaged children reach the expected development outcomes.

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Leadership and governance Expected standard

Leaders identify staff training requirements. For example, key staff have recently attended additional training to support their individual roles. New staff take part in mandatory training, such as safeguarding and paediatric first aid. Staff feel supported. Leaders are conscious of staff's workload and their wellbeing. They provide time for them to complete tasks. Leaders do not hold regular appraisals. Therefore, staff are not always supported to reflect on their practice.

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What it's like to be a child at this setting

Children arrive happy. They build strong trusting relationships with staff, who offer a warm welcome. Children self-register before they quickly settle into activities. They are confident and freely choose what to do. Children play alongside each other and together in groups. They develop social skills to build relationships as well as the ability to be independent. Children like staff to be involved in their play. They are keen to share their capabilities. For example they count up to 19 eyes on a monster they have made. Staff seize these opportunities to introduce mathematical language. They praise the children's efforts.

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What it's like to be a child at this setting

Activities are planned to develop children's physical skills. Children enjoy learning. They use brushes and sponge dabbers to paint rainbows. They point and name each colour. Opportunities to develop gross and fine motor skills are prominent. Outside, children competently use the climbing frame. They squeal with delight as they take turns to slide down the slide. Inside, they sit and draw. Staff respond to children's ideas, for example supporting those who express an interest in writing their name. The confidence that children gain helps them to be ready for the next stage of their learning.

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Inspector:

Karen Wells Children with special educational needs and/or disabilities and children who speak English as additional language make exceptional progress alongside their peers. A visit from a musician is enjoyed by all children, who confidently wave when their name is sung. They join in singing and dancing to familiar songs. Conversations are meaningful. For example, children discuss modes of transport they have used. They link them to robot models that they are building. Staff listen as children talk about their real-life experiences. This makes children feel valued and that their voices matter.

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Next steps

Leaders should enhance the support for staff to continually refine their knowledge and skills.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Old Alleynian Club Dulwich Common London SE21 7HA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dulwich Village Pre-School CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:45 - 15:15,Friday : 08:45 - 12:45

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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