Crafty Wizards Henwick

Crafty Wizards Henwick

Unique reference number (URN): 2807801 Address: Henwick Primary School, Henwick Road, LONDON, SE9 6NZ Type: Childcare on non-domestic premises Registered with Ofsted: 23/09/2024 Registers: EYR Registered person: Crafty Wizards Nursery 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have created an environment that supports children's learning, development and care in an extremely positive way. Leaders work closely with parents and carers to ensure that all children, including those who are vulnerable, attend regularly. Staff engage with children at their level and support them very well to navigate the busy day at nursery. Staff and leaders model positive interactions and, as a result, children know how to behave and treat each other with dignity and respect. Relationships between children and adults are warm, respectful and purposeful, creating a secure base for learning. Staff model and encourage children to say please and thank you when asking for support or requesting something. Children learn and use manners and become extremely respectful members of the nursery community.

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Behaviour, attitudes and establishing routines Strong standard

Staff are consistent in their expectations, enabling children to understand and demonstrate positive behaviour. Staff manage behaviour effectively through calm voices and the use of songs, for instance. Children understand that songs and circle time may indicate a transition to a new activity, such as snack or lunchtime. As a result, children transition seamlessly between activities. Routines are well established, purposeful and embedded, enabling children to feel secure and confident. Routines are highly effective and enable children to become increasingly independent. During snack time, children peel their own oranges and pour their own drinks, for instance. The setting provides a very secure foundation for children's personal development and growth in readiness for school.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is a priority. There is a sharp focus on ensuring that children are safe, secure and well cared for. Staff and leaders have a comprehensive knowledge of the children attending and their families. Staff and leaders engage regularly with parents and carers and understand how to plan focused next steps for children's learning and development. Robust systems for supporting practice and procedures promotes continual improvement in children's overall wellbeing.

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Children's welfare and wellbeing Strong standard

All children are given plentiful and varied opportunities to develop their physical and emotional health. Older children use climbing equipment independently in the outdoor area, while younger children are encouraged to walk and move independently around the setting. Staff adjust care routines carefully for children with special educational needs and/or disabilities and those who speak English as an additional language. This enables highly personalised care and support. Early intervention is a key strength, ensuring children receive the support they need at the right time.

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Children's welfare and wellbeing Strong standard

Well-established and carefully structured routines support children to develop healthy lifestyles. Snack and mealtimes offer a varied and balanced diet. Children demonstrate increasing independence in managing their own self-care needs, including independently washing their hands before eating and understanding why this is important.

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Inclusion Strong standard

This is a highly inclusive nursery, where staff have high standards and are ambitious for all children. Staff swiftly identify any additional needs that children may have and support them well to close gaps in learning quickly. This includes for children with special educational needs and/or disabilities. Makaton signing and visual cues are used widely and consistently to support children, reduce barriers to learning and help them communicate their needs.

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Inclusion Strong standard

Staff plan small-group sessions to support the most vulnerable learners. Children take part in attention building tasks that support their focus on learning. Staff review and amend sessions and strategies, such as these, to ensure that they remain engaging and supportive for all children as their needs change.

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Inclusion Strong standard

Staff work very closely with other professionals to support children's development. For example, they communicate with speech and language therapists and other health professionals to support children's individual needs. Professional development is planned precisely to support children very well. As a result, leaders and staff are consistent in ensuring barriers to learning are swiftly identified and acted on. Regular communication with parents and carers means that all children's needs are consistently met. Staff forge secure links and communicate well with staff at local schools to ensure children are supported well to transition with ease.

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Achievement Expected standard

Children develop and achieve well here. They build age-appropriate foundations in all areas of their learning and development. Children are confident to explore all areas of the setting independently and safely. All children show resilience in their learning, have positive attitudes and are keen to try new experiences. Children with special educational needs and/or disabilities thrive in their early learning and development, alongside their peers. They develop attention skills and practise their speech and language, communicating effectively. Children are well prepared for the next stage of their education, including their move on to school. They demonstrate listening and focus skills and begin to develop their independence, for instance. Children eagerly have a go at writing their own name on their artwork, consolidating early physical development and literacy skills.

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Curriculum and teaching Expected standard

Leaders have a generally accurate understanding of the curriculum and teaching in their setting. Children explore and learn both indoors and outdoors at the nursery. Learning is typically appropriate for their different ages and stages. Babies enjoy edible sensory play and resources, such as rocking horses, which support their large motor skills. Older children engage in activities that support their understanding of healthy and unhealthy foods. Children enjoy hunting and counting insects they find outdoors, with staff supporting children throughout activities. All children are supported in their personal, social and emotional development and staff ensure they are safe, secure, stimulated and happy throughout their time at nursery. Children engage in their play and learning calmly and confidently.

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Curriculum and teaching Expected standard

Language and communication is at the heart of children's learning and development. Children with special educational needs and/or disabilities and those who speak English as an additional language are supported very well to make rapid and sustained progress. Staff work hard to ensure they have the same access to the curriculum and teaching as their peers. Staff plan appropriately to support children's progress towards the next stage of their education. Children's progress is regularly communicated to parents and carers, including information about assessments and progress checks.

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Curriculum and teaching Expected standard

Leaders identify and understand where further refinement and development is needed in the curriculum. They have plans underway to implement a programme of learning for older and most-able children, to support their listening and attention skills further in readiness for school.

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Leadership and governance Expected standard

Leaders are ambitious for all children and are committed to maintaining high standards of education and care. They have a clear vision and strategy for the setting. Leaders monitor the provision carefully and know what their next steps are to sustain and improve learning for children. Leaders have identified some next steps in curriculum design and have begun to implement these to further strengthen the opportunities available to children, particularly those who are most able, as they prepare for their move on to school.

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Leadership and governance Expected standard

Leaders provide regular and relevant professional development opportunities for all staff. Training is purposeful and equips staff with the knowledge and skills they need to fulfil their roles effectively. Staff value how they are supported to grow and take initiative at the setting. Leaders support staff's initiative, such as when setting up an online platform to teach parents and carers Makaton signing at home. There is a positive working environment across the setting, staff morale is high and contributes to the stability and effectiveness of the provision. Leaders maintain an open environment, where staff can discuss and contribute ideas to their own professional development. Leaders understand the professional development needs of all members of staff and support them in developing their knowledge and skills. Secure partnerships with families and external professionals enhance outcomes for children, particularly those with barriers to their learning.

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Leadership and governance Expected standard

Communication with families is clear, consistent and supportive.

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

Staff provide a calm and welcoming atmosphere at this family-orientated nursery. Staff know families well and children are well cared for. Parents and carers consistently praise the efforts staff make to give their children the best start in their learning and development. Parents value how their children feel safe, settle quickly and the daily updates they receive about their learning.

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

Children access a range of resources, such as painting and role-play toys. Babies show high levels of independence and seek out staff for reassurance when needed. Staff engage with children through music and song, and understand the importance of developing early communication and language skills as a foundation for future learning. Singing is also used to support transition times between activities and during routines, such as snack and lunchtime. Children choose songs to sing together as a group, join in happily with actions and use musical instruments. Staff continually talk to children, supporting language and communication skills for all ages.

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

Children, including those with special educational needs and/or disabilities, are encouraged to achieve well in all areas of their learning and development. Where staff identify barriers to children's learning, they are quick to plan how these can be reduced through child-centred teaching and learning. Staff work closely with parents to ensure that children attend regularly and to reduce any barriers that may prevent children from attending.

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

Children access outdoor play, which gives them plenty of opportunities to explore the world around them. Children use climbing equipment and tricycles to develop their physical skills. They explore the natural world, such as hunting for and finding out more about insects. Children squeal with joy when looking at insects under a magnifying glass. Staff support this learning by asking the children to find other living insects in the outdoor area.

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Next steps

Leaders should ensure even more timely implementation of curriculum improvement with a focus on listening and attention skills for older children, to promote their learning to an even higher level in readiness for their move on to school. Leaders should ensure all activities are sharply matched to children's developmental stages, so that all children, including those who are most able in their learning, make even more rapid progress.

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About this inspection

The inspector spoke with leaders, staff, a special educational needs coordinator 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

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Address:

Henwick Primary School Henwick Road LONDON SE9 6NZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Crafty Wizards Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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1 to 4

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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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

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

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