Charterhouse Pre-School

Charterhouse Pre-School

Unique reference number (URN): EY376872 Address: The Highways Primary School, The Highway, ORPINGTON, Kent, BR6 9DJ Type: Childcare on non-domestic premises Registered with Ofsted: 04/06/2008 Registers: EYR Registered person: Charterhouse Pre-School Ltd

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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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Achievement Strong standard

Children benefit from extensive opportunities to learn across the early years curriculum. Children with special educational needs and/or disabilities flourish because the curriculum is carefully adapted to met their needs. Children know which strategies help them best to learn. For example, children refer to visuals to help express their needs. All children are independent and confident learners who feel excited to explore the pre-school. The intensive support that all children receive to promote learning helps them to consistently achieve well across the curriculum. Children are excited and motivated to learn. They benefit from the meticulous planning of interventions and work to promote language, attention and focus. The development of practice before mealtimes does not impact on the sustained progress that all children make in preparation for school.

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Achievement Strong standard

Children receive expert support that helps them to increase in confidence. Children deeply understand the strategies they learn to use to help themselves. They are able to take these skills with them to help in their future education, including school.

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Inclusion Strong standard

Staff robustly identify children's needs as soon as they begin at pre-school. They skilfully adapt their teaching to ensure that all children, including those with special educational needs and or disabilities (SEND), can fully access the curriculum. Leaders provide extensive professional development opportunities for staff on specialist strategies to support children's learning. Staff skilfully plan targeted support to promote the attention and focus of children with gaps in their learning. These focused activities provide intensive support for all children to either extend learning or close gaps in their learning. For example, children have daily focused times with key staff that extend their speaking skills. This includes using funding for disadvantaged children to provide bespoke language sessions. Staff work closely with parents and carers to ensure that they can access support children need beyond the pre-

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Inclusion Strong standard

Leaders ensure that staff can enhance their teaching by learning innovative strategies that promote the learning of children with barriers to their wellbeing and education. Staff skilfully evaluate the impact of their teaching to ensure that children make consistent progress. Staff with responsibility of leading the support for children with SEND ensure that children receive the statutory support they need in preparation for their future education.

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Leadership and governance Strong standard

Leaders rigorously evaluate the impact of the curriculum and teaching on children's outcomes. They work closely with all staff to ensure that they identify and prioritise improvements that help to continue to enhance practice for all children. Staff have very high levels of wellbeing. Leaders have robust approaches to inducting new staff. This helps them to have a thorough understanding of their roles and responsibilities. Leaders ensure that all staff receive the individualised support they need to carry out their roles. The ongoing

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Expected standard

support that staff receive from leaders helps them to feel motivated to enhance their practice. Leaders have identified areas for further development and are implementing plans to further develop practice.

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Expected standard

Leaders encourage staff to take the lead in identifying training opportunities. They celebrate the achievements of staff and help them to disseminate their new skills to all staff. Leaders robustly assess the impact of training. For example, staff take the lead in teaching yoga to children to help them to develop positive attitudes to themselves. Leaders provide opportunities for staff to develop the teaching of speaking and language and to support each other to implement specialist strategies. Leaders ensure that these approaches are consistently embedded across the pre-school. They create a culture of professionalism where staff can give and receive feedback to continuously develop their delivery of the curriculum.

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Behaviour, attitudes and establishing routines Expected standard

Leaders are planning to further develop children's positive attitudes to learning throughout all times of the day. This includes at times when children feel tired or lose focus. These plans aim to help children to have consistently positive attitudes to learning at all times. Staff establish a positive environment where they praise children's positive behaviour. They promote a sense of responsibility in children by helping them to understand that taking responsibility is important. For example, children take care of the environment indoors and outdoors. They carefully tidy up after themselves, sweeping up and tidying away their coats and shoes. Children feel competent and learn to make positive choices.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support children to regularly attend the pre-school. They work with parents and carers to ensure that children do not miss out on key learning when they attend appointments or access specialist services. Staff role model how to play alongside others. They build close relationships with children, which gives them confidence. Staff praise children and teach them to form positive relationships with their friends. Staff consider children's stages of development and tailor-make support to help them to build social skills. For example, staff plan intensive support for children to develop their attention skills and sharing with other children.

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Children's welfare and wellbeing Expected standard

Leaders are strengthening their practice further to support children to understand about nutrition and make healthy choices. Staff plan effective routines that support children's needs and help them to learn about healthy foods at the pre-school. There are plans in place to further develop children's motivation to try a wider range of healthy foods to aim to positively impact their lifelong habits. Staff create rich opportunities for children to explore the outdoors and have fresh air and exercise. They teach children that being physically active helps them to develop their strength. Children learn to negotiate space with other children. They enjoy playing outside and develop resilience as they persevere with increasingly trickier activities. Children who need additional emotional support to express and manage emotions receive the help that they need. Staff help children to develop independence in a safe space through

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Children's welfare and wellbeing Expected standard

their warm and trusting relationships. They consistently implement policies and procedures for all children, including those with barriers to their wellbeing. Staff have a comprehensive knowledge of individual children's backgrounds and previous experiences. They show an interest in children and celebrate their uniqueness. This helps children to develop a deep sense of belonging in the pre-school.

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Curriculum and teaching Expected standard

Leaders plan to strengthen how they adapt routines, such as before mealtimes, to consider the support children need to focus and concentrate. These plans will develop children's positive attitudes to their learning further. Leaders work with staff to regularly review the experiences that staff plan for children. Teaching is effective across the pre-school. For example, staff skilfully interact with children of all ages. They extend children's thinking through ambitious games that promote their language. Staff provide opportunities for children to develop their physical skills. Toddlers enjoy learning a variety of ball skills, and staff role model how to develop their hand–eye coordination. This promotes all children's physical development.

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Curriculum and teaching Expected standard

Staff explicitly teach mathematical skills across the pre-school. Children learn to count, measure and order quantities. When children need to extend their skills, staff carefully adapt their teaching to create opportunities for children to solve problems. Staff identify children with gaps in their learning. They create a welcoming environment that helps all children, including those with gaps in their learning, feel ready to learn. They work closely with parents to assess what children can do at home as well as in pre-school. Staff sensitively guide children to feel safe and develop friendships.

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

Children feel curious to explore the pre-school. Staff ignite children's interests through enriching activities that consider their individual likes and personalities. For example, pre- school children are fascinated by insects as they explore the garden. They learn about taking care of their environment as they undertake regular litter-picking duties. Staff robustly check what children know and can do. They rigorously track the progress of children as they work towards key goals. Staff work with a wide range of experts to support the learning of children with special educational needs and/or disabilities. For example, they work closely with speech therapists to explore strategies to support children to express themselves. Staff

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About this setting

Unique reference number (URN): EY376872 plan a wide range of targeted activities that focus closely on the learning styles of individuals. Children make rapid progress through their developmental milestones. They are very well prepared for future learning.

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About this setting

Staff develop deep bonds with children. They consider children's needs when planning routines. For example, staff recognise that children need to spend time outside in the mornings. They adapt their routines to ensure that children prepare to focus on key learning opportunities later in the day. As a result, children are highly motivated, busy learners who enjoy sharing what they know and can do. For example, toddlers excitedly share new vocabulary when they play with bugs. Staff skilfully teach children to express their needs. They use a wide range of strategies to extend children's thinking and use more complex language. Children are fluent communicators. Staff develop effective bonds with families. They consider the wellbeing needs of all children, including disadvantaged children. Staff ensure that children with barriers to wellbeing access the curriculum fully. This includes ensuring that children can attend regularly. Children feel happy and safe and thrive through

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Next steps

Leaders should develop further how staff consider the support children need to develop positive attitudes to learning at all times during the day. Leaders should enhance how staff support children to gain experience of a wider variety of healthy foods to help develop lifelong habits that promote their physical health.

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About this inspection

The inspector spoke with staff, leaders, parents and carers and children 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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Address:

The Highways Primary School The Highway ORPINGTON Kent BR6 9DJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Charterhouse Pre-School Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:30

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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

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