Big Dippers Preschool

Big Dippers Preschool

Unique reference number (URN): 2750333 Address: Our Lady of Lourdes Church Hall, Oldham Terrace, Acton, London, W3 6NH Type: Childcare on non-domestic premises Registered with Ofsted: 23/08/2023 Registers: EYR Registered person: North Star Preschool Limited

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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

Leaders ensure that all children, including those with special educational needs and/or disabilities (SEND), are fully included and feel they belong. They identify potential barriers to learning promptly and work closely with families and the special educational needs and disabilities coordinator to implement targeted strategies. Leaders review the impact of interventions and adjust provision to ensure children access activities successfully.

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Inclusion Strong standard

Staff create inclusive learning opportunities that reflect children's needs and abilities. During role play, children who communicate non-verbally used gestures, modelling and repetition to participate alongside peers. In play dough activities, children practised turn-taking and descriptive language, enabling those with emerging communication skills to engage confidently.

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Inclusion Strong standard

Leaders prioritise professional development to strengthen inclusive practice. Recent training in speech and language development equips staff to adapt activities and scaffold learning appropriately. Inclusive practice is embedded across daily routines and experiences, enabling children with SEND to make progress from their starting points.

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Achievement Expected standard

Children develop the knowledge and skills needed for their next stage of learning. They show increasing confidence to join activities, share resources and follow familiar routines independently. Children are supported to build communication skills through daily interactions, describing experiences and responding to questions. They develop early mathematical understanding by counting, matching and solving simple problems.

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Achievement Expected standard

Children strengthen independence by managing personal care routines and making choices and typically persist when tasks become challenging. They refine fine motor control through activities that require careful handling of small resources. Children with special educational needs and/or disabilities access learning experiences alongside their peers and make progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour and understand the setting's expectations. They cooperate with peers, share resources and begin to resolve minor disagreements. They generally show growing confidence in group situations and follow familiar routines independently.

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Behaviour, attitudes and establishing routines Expected standard

Established routines help children manage the day successfully. Children prepare for transitions, take responsibility for their personal care and make sensible choices during social times. They listen carefully during focused activities and wait for their turn. Leaders work closely with families to promote regular attendance and punctuality, reinforcing consistent routines that support children's learning and wellbeing. Children approach learning positively.

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Children's welfare and wellbeing Expected standard

Children feel secure and settled in the setting. They form warm relationships with their key persons and confidently seek reassurance or support when needed. Staff respond sensitively to children's care needs, helping them to feel emotionally secure and ready to learn.

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Children's welfare and wellbeing Expected standard

Children benefit from consistent routines that support their wellbeing throughout the day. They manage personal care with increasing independence, including handwashing and preparing for mealtimes. Children understand expectations around hygiene and follow familiar processes confidently.

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Children's welfare and wellbeing Expected standard

The setting promotes healthy lifestyles. Children have access to regular outdoor play and balanced meals, and they talk about healthy choices during daily routines. These experiences help children develop awareness of their physical wellbeing. Overall, children show growing emotional resilience. They begin to manage minor frustrations and transition between activities with support.

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Curriculum and teaching Expected standard

Leaders design the curriculum around children's individual needs and interests so they build secure foundations across the areas of learning. Staff know their key children well and use regular observations and communication with parents to identify what children know and what they need to learn next. This informs planning across communication and language, early mathematics, independence and social development.

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Curriculum and teaching Expected standard

Staff implement the curriculum through daily routines and purposeful activities. At mealtimes, staff sit alongside children and encourage discussion about colours, tastes and textures. Children share ideas and listen to one another, extending vocabulary and social understanding. During a focused activity using coloured bears, children matched numbers and colours, counted aloud and explained their choices. Leaders reflect with staff to maintain a consistent approach so children benefit from a broad and well-sequenced curriculum.

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Curriculum and teaching Expected standard

While the curriculum is planned appropriately, staff do not yet consistently implement teaching strategies that maintain children's engagement over sustained periods. As a result, opportunities to deepen children's thinking and extend their responses are not always fully maximised.

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Leadership and governance Expected standard

Leadership and management are effective in ensuring children receive a safe, inclusive and well-organised experience. Overall, leaders understand their responsibilities and maintain strong oversight of practice. They know the children and families well and use this knowledge to shape provision that supports children's learning, welfare and personal development. Leaders promote a positive culture where staff work together consistently and share responsibility for children's progress.

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Leadership and governance Expected standard

Leaders support staff through ongoing communication and reflective discussion. This strengthens staff confidence and helps them deliver the curriculum consistently across the day. As a result, children experience familiar routines and purposeful learning opportunities that build communication and language, early mathematics, independence and social development. Leaders encourage staff to use day-to-day interactions to support children's learning and help them develop the attitudes and skills they need for their next stage.

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Leadership and governance Expected standard

Leaders prioritise partnership working with parents. Parents speak positively about the care and education their children receive and value regular communication about progress and next steps. This supports continuity between home and the setting and helps children to thrive. Leaders ensure that children with special educational needs and/or disabilities (SEND) are identified promptly and supported appropriately through specialist guidance and regular review. Consequently, children with SEND are included in daily routines and learning experiences and are supported to achieve well.

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

Children experience a welcoming and well-organised environment. Leaders and staff greet them warmly and respond to their individual needs. Key-person arrangements help children feel safe, valued and confident to explore. Staff provide calm, consistent support that builds trust, emotional security and early independence. Children confidently approach familiar staff for reassurance and guidance, particularly during transitions and daily routines.

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

Children enjoy their learning and play with curiosity. Activities reflect their interests and promote progress across the areas of learning. For example, during building-site role play, children used blocks and toy vehicles to construct structures. They explored size, shape and balance and used language to explain their ideas and involve others. One child proudly said, 'I'm building a big tower.' Staff encourage turn-taking, sharing and communication, which strengthens relationships and supports positive learning behaviours.

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

Children benefit from focused experiences that promote achievement. During a number and colour activity using bears, children listen to instructions, select resources and count aloud. Most children remain engaged and show pride in completing tasks. These experiences build early mathematical understanding and confidence.

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Address:

Our Lady of Lourdes Church Hall Oldham Terrace Acton London W3 6NH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: North Star Preschool Limited

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Address:

Register(s): EYR Leaders identify children who require additional support and ensure strategies are in place so they can access learning alongside their peers. Leaders work closely with families to promote regular attendance and consistent routines, supporting continuity in children's care and learning.

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Next steps

Leaders should continue to strengthen staff practice so children remain engaged for longer periods and are consistently given sufficient time to respond and share their ideas.

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About this inspection

The inspector spoke with leaders and practitioners 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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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