Magdalene Preschool

Magdalene Preschool

Unique reference number (URN): 124999 Address: Magdalene Centre, Canning Road, CROYDON, CR0 6QD Type: Childcare on non-domestic premises Registered with Ofsted: 13/10/1992 Registers: EYR Registered person: Magdalene Preschool Committee

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

All children achieve rapid progress in all areas of development. They are independent in self-care and well prepared for school. At snack time, they pour themselves water from a dispenser into cups and spread butter on their crackers using a knife. They know to put on their own wellies and coats when going outside and attempt this independently. Children work together to complete a giant alphabet floor puzzle, demonstrating high levels of focus and engagement.

p.2

Achievement Strong standard

Children with special educational needs and/or disabilities or those that face other barriers to learning and/or wellbeing make excellent progress from their starting points. They feel secure in the environment and fully participate in the nursery day. They have the confidence to play alongside others and explore all that is on offer.

p.2

Achievement Strong standard

Children who previously communicated through noises can now express their needs through language. They respond positively to consistent language modelling and repetition.

p.2

Behaviour, attitudes and establishing routines Strong standard

Consistent routines and boundaries help children to know what to expect throughout the day. All children develop high levels of independence and even those who have recently joined understand the daily routine. Leaders work closely with parents to promote regular attendance and share the importance of attending for whole sessions. This enables children to benefit fully from the curriculum and daily routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff intervene swiftly if children need support in managing their behaviours. Staff encourage children to think about their feelings and the impact on others. All children share toys and treat each other with kindness. For example, children ask 'Can I use one of your cars please?' This results in a respectful and inclusive culture that allows children to thrive and belong. Children have secure relationships with staff. Younger children seek staff out for comfort when feeling tired and snuggle in for cuddles.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff set high expectations for children's behaviour and support children's individual needs. They make adaptations to support children who need gestures, repetition or visual prompts to help them to understand and make appropriate choices. All children display positive attitudes to their learning.

p.2

Children's welfare and wellbeing Strong standard

Staff prioritise children's welfare and emotional wellbeing through calm, responsive care and highly consistent routines. Staff understand children's individual needs and respond quickly when children show signs of becoming overwhelmed. They use reassuring strategies, such as modelling a calm voice and offering children their favourite activity and area to help children regulate. This supports children to feel safe and secure. Mealtimes are unhurried and well organised. Staff supervise children closely and promote safe eating practices. Leaders share with parents the importance of healthy eating and healthy lunch box ideas. They recently organised a workshop with external professionals for families to provide further support and advice on healthy lifestyles. Leaders have applied to be part of the oral health programme and share with parents NHS dentists in the community with vacancies. Parents state they feel well supported by the setting and say that the

p.2

Children's welfare and wellbeing Strong standard

nursery is highly accommodating and flexible to their changing family circumstances.

p.3

Children's welfare and wellbeing Strong standard

Children wash their hands before meals and independently use a tissue for a runny nose. Staff promote habits that help them look after themselves. Staff encourage outdoor play in all weathers. The daily fresh air and the opportunity to make choices about their day supports children's wellbeing.

p.3

Curriculum and teaching Strong standard

Leaders have designed a curriculum with the children's interests at the heart. Children benefit from having choice and autonomy in their play. Staff let children take the lead, and then expertly join in to support children to build on what they know and help them develop further. This supports children's problem-solving, imagination and thinking skills. Leaders ensure that all children are observed regularly, assessed and their next steps are then skilfully progressed through strategic planning.

p.3

Curriculum and teaching Strong standard

All children benefit from high-quality interactions that guide children to learn new knowledge. For example, staff explain the difference in qualities of sand to the children. They discuss that dry sand is quite fine, so it does not stick together like the wet sand that sticks together like cement. Staff ensure mathematics skills are practised frequently and meaningfully.

p.3

Curriculum and teaching Strong standard

Children benefit from the spacious free flow environment that children navigate confidently. This supports their emotional wellbeing. For example, alongside their friends, children confidently negotiate ideas. They excitedly fill up wheelbarrows with resources they have chosen and push them across to the other side of the garden. Children independently access the climbing frames to develop their balance, coordination and strength. All children, including those with special educational needs and/or disabilities, engage with the curriculum and make excellent progress.

p.3

Inclusion Strong standard

Staff know all children extremely well. This ensures that a consistent approach is used within the setting to meet individual children's needs. They have robust procedures to identify and assess children's needs and seek external support to ensure they reduce all barriers swiftly. Leaders have used their detailed assessment to apply for additional funding, write reports for diagnosis and support education, health and care plan applications. Their inclusive practices ensure that all children, regardless of their background, need or circumstance, are supported to participate and achieve in the setting. Leaders ensure staff complete targeted training that will impact positively the children in their care. For example, all staff recently completed training on supporting children with special educational needs and/or disabilities, which has helped staff to develop their practice. Leaders' use of early years pupil premium funding is purposeful and targeted. This enables

p.3

Inclusion Strong standard

these children to access enrichment and take part in musical sessions that improve their communication and build their confidence. Staff work closely and sensitively with families and any external professionals to ensure that continuous effective support is in place. Parents explain how their children have flourished since attending the setting.

p.4

Leadership and governance Strong standard

Leaders have an excellent overview of the setting; they understand the setting's strengths and take action to improve any areas they identity for further development. For example, they recently decided to implement a rolling snack to not have to interrupt children's sustained play.

p.4

Leadership and governance Strong standard

Leaders ensure a highly effective programme of professional development, including regular supervisions, to decide training that would most interest the staff and be of benefit to the children they work with. They are passionate about making a difference to children's early years.

p.4

Leadership and governance Strong standard

Leaders appreciate all staff in the team. Staff state they are well supported and valued, they all enjoy working at the pre-school and feel committed to the setting. This results in a low turnover in staff, which provides consistency for children. Parents state they feel the leaders and staff genuinely care and get to know them well so they can offer personalised support.

p.4

Leadership and governance Strong standard

Partnerships with parents are effective. Leaders actively seek parent feedback, and ensure they are kept central to their children's learning journey. External professional relationships with the local authority are collaborative, which ensure that all children benefit from a high- quality education and care.

p.4

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

Children are greeted by friendly staff on arrival and enter enthusiastically, eager to begin playing. They benefit from a warm and nurturing environment, which promotes their wellbeing and welfare. Children demonstrate secure attachments with all staff. A well- established key-worker system is in place, with information shared between staff members to ensure consistency for all children's care and development needs. Leaders build close partnerships with families. They recognise when there may be barriers to children's attendance and address these with parents so that all children have access to the learning experiences they offer.

p.4

About this setting

Unique reference number (URN): 124999 Staff promote an inclusive culture in which all children, including those with special educational needs and/or disabilities, and those from disadvantaged backgrounds, are supported effectively. All children settle quickly and form secure, trusting relationships with adults and their peers. They seek out friends to play with and enjoy each other's company. For example, children work together to bury a digger truck in the sand. They take turns to pour the sand on top, and then giggle with each other when it is completely buried and can no longer be seen.

p.5

About this setting

Staff support children to understand children's differences. For example, when sharing a picture book, they talk about characters, such as 'George Pig' having a hearing aid, what this means and how one of their dolls has a hearing aid too. This results in children being respectful and understanding towards others. Staff are patient. They give children time and unhurried routines that allow them to develop independence and confidence in their skills themselves. Children are happy and resilient learners, who lead and influence their own curriculum. For example, when they imagine they are on a pirate ship, staff extend their learning by suggesting they make telescopes. Children then access the junk modelling area to make their own telescopes using tape and cardboard.

p.5

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 children with special educational needs and/or disabilities and those who may face other barriers to their learning.

p.5

About this inspection

The inspector spoke with leaders, staff and parents during the inspection.

p.5

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.

p.5

Address:

Magdalene Centre Canning Road CROYDON CR0 6QD

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Magdalene Preschool Committee

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:45

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7