Crafty Wizards Bromley

Crafty Wizards Bromley

Unique reference number (URN): 2748667 Address: Carey Scutt Scout Hall, Plaistow Lane, BROMLEY, BR1 3AR Type: Childcare on non-domestic premises Registered with Ofsted: 14/09/2023 Registers: EYR Registered person: Crafty Wizards 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

All children make good progress from their initial points and have established a solid foundation for their future learning. They have excellent communication skills because staff model and facilitate these interactions. During small-group time, children articulate their experiences and patiently listen to others. They are developing a love of books and show high concentration as they listen to stories. Children are deeply engaged in activities throughout the day. They make play dough together and show high interest as they explore the natural resources and notice numbers in the environment.

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Achievement Strong standard

Children with special educational needs and/or disabilities, those who face other barriers to learning and those who speak English as an additional language are also making significant progress. The adaptations put in place by staff allow these children to participate fully in the breadth of the curriculum and achieve well.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have created a space that is safe and fun, where expectations for children are high. They teach children how to be kind to others and respect the environment. Knowledgeable staff are swift to identify when children may need support to regulate their emotions. They use targeted adjustments so children with any additional or emerging needs can focus in a calm environment. This helps them develop a sense of belonging and an overall positive attitude to learning.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established; children sing songs to end circle time and line up to go inside. They use excellent manners with adults and their peers. Children use positive language when sharing toys and successfully manage their feelings. There are warm and trusting relationships between staff and children. Children receive consistent praise, which further supports their well-established positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Leaders are clear on their expectations for children's attendance; they have robust systems in place to monitor and manage this. Strong relationships with parents mean that staff can make adjustments to support children who face any barriers to their learning. This helps children establish consistency for the future.

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Children's welfare and wellbeing Strong standard

Children have strong attachments with adults, and there is an effective key-person system in place. When children start, there is a well-established settling-in process. This particularly helps children with special educational needs and/or disabilities and those who face any other barriers to learning feel safe and secure. Children approach adults if they need help or comfort and are greeted with warmth. They are encouraged to discuss how they feel using a wide range of emotive language. As a result, children's welfare is prioritised, and they develop emotional security. Staff promote children's independence and self-care skills extremely well, for example, by supporting them in toileting and dressing independently. The staff successfully promote healthy choices and share information on healthy lunch boxes with families. Children pour their own water, drink from open cups, and prepare and discuss the benefits of healthy

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Children's welfare and wellbeing Strong standard

snacks. Daily fresh air and physical activity form part of the curriculum, which supports children's overall wellbeing.

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Curriculum and teaching Strong standard

Leaders have an excellent overview of the well-designed, ambitious curriculum and ensure that staff implement it well. Teaching is continuously adapted during children's play to help them sequence and embed their knowledge across all areas of learning. As a result, all children make excellent progress and are well prepared for the next stage of learning, including starting school.

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Curriculum and teaching Strong standard

The curriculum has a strong focus on developing children's language and understanding of the world. For example, children use impressive language to discuss the weather and how it affects things that grow. Children take turns and listen with intent to others as they speak and share how they are feeling. This supports their growing personal, social and emotional development. Staff incorporate mathematical concepts throughout play; children count seeds and discuss mathematical language as they add soil and water.

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Curriculum and teaching Strong standard

Children experience rich outdoor experiences every day where play is active and purposeful. They navigate space as they run and jump through tyres and build using large- scale blocks. Regular visits to the allotment allow children, including those with special educational needs and/or disabilities and those who face any other barriers to learning, to plant and grow produce. This helps children develop an understanding of sustainability and responsibility. They interact with chickens and racing pigeons, which helps them explore kindness and respect for living things.

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Inclusion Strong standard

Leaders and staff are committed to providing an inclusive environment where every child's individual needs are understood. The staff know the children extremely well and, for example, make thoughtful adjustments to attendance arrangements and provide alternative options for group times to minimise any barriers to learning. The highly skilled and experienced staff have put robust strategies in place to identify any emerging needs straight away. They use their strong partnerships with parents and professionals, such as occupational therapists and local authority support, to implement the necessary actions. For example, they have added a trampoline, sensory circuits, and mesh scarves that can be thrown to support children's emotional regulation. This ensures that early targeted intervention has a significant impact in supporting children with special educational needs and/or disabilities and those who face any other barriers to their learning.

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Inclusion Strong standard

Leaders thoughtfully use additional funding to minimise any knowledge gaps. For example, they have purchased sensory resources to extend learning at the allotment. Leaders deploy additional staff to increase ratios so children can receive individualised support. Children who speak English as an additional language are encouraged to celebrate their home languages and make excellent progress in their spoken English.

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Leadership and governance Strong standard

Leaders are passionate, ambitious and committed to consistently reflecting on the setting's priorities. Leaders know families extremely well; they continuously adapt the environment and put early support in place if children encounter any barriers to their learning. Leaders share research-informed advice and signpost parents for support in the community. This builds open and trusting communication, which helps children flourish.

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Leadership and governance Strong standard

Leaders place high value on staff wellbeing; they use highly effective supervision and rigorous monitoring of the curriculum. They inspire and empower their team through bespoke training and access continuous professional development across boroughs, such as an interactive music course. As a result, new strategies to support children with any additional needs are already having a positive impact.

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Leadership and governance Strong standard

Leaders have forged strong links in the community, including with local schools. They have established strong partnerships with external professionals. As a result, swift support is put in place, particularly for children with special educational needs and/or disabilities.

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

Children thrive at this calm, welcoming and inclusive setting. Leaders work tirelessly to create a nurturing environment with a well-established family ethos. From the moment children arrive, they are greeted warmly, and staff show an interest in their wellbeing. As a result, children settle quickly, feel safe and are ready to learn. Children with special educational needs and/or disabilities and those who face barriers to learning benefit from an adaptable environment. Staff use early, targeted interventions that support these children in making significant progress from their starting points.

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

Children form friendly, warm relationships with staff, who are excellent role models. Children develop firm social skills, and staff encourage positive interactions. Children play cooperatively with their peers in the mud kitchen and giggle as they chase each other around the garden. Children join activities that spark their curiosity and make connections in their learning. They take turns as they sow seeds and discuss growing vegetables at the allotment. Staff respond to children's inquisitive questions by helping them recall their

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Address:

Carey Scutt Scout Hall Plaistow Lane BROMLEY BR1 3AR learning. For example, children remember that they can water the plants themselves if it does not rain.

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Address:

Children use a range of challenging balance equipment and access the engaging outdoor area daily, which supports their physical development. Children are confident speakers and proudly explain which stories their World Book Day costumes are from. They show fantastic independence as they fill watering cans, carry out self-care tasks and prepare snacks safely using knives. Staff consistently offer praise and encouragement, which supports children's emotional resilience and excellent behaviour. Children have already learned how to express their emotions, and they can recognise the feelings of others. This gives them firm skills for later life, such as kindness and empathy.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children and those with special educational needs and/or disabilities.

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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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Crafty Wizards Pre-School Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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

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

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