La Maternelle Nursery School Limited

La Maternelle Nursery School Limited

Unique reference number (URN): 2752393 Address: Montpelier Church, Biddulph Road, South Croydon, CR2 6QB Type: Childcare on non-domestic premises Registered with Ofsted: 10/11/2023 Registers: EYR Registered person: La Maternelle Nursery School Limited

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

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have raised expectations for children's behaviour in the setting. These expectations are embedded consistently and enable children to understand what is required of them. Children behave excellently. Staff know children well and interact with them in a warm, respectful and nurturing manner.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children show confidence and motivation and thrive in the environment. Staff are key role models for children and promote positive behaviour through a kind and gentle approach. As a result, children feel secure, valued and confident, which supports their wellbeing.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate care and respect for each other as they support each other in their learning. For example, during circle time, children help their peers understand the next steps.

p.2

Behaviour, attitudes and establishing routines Strong standard

The calm environment supports children in developing positive behaviour and a sense of belonging. They learn to practise patience, particularly during daily routines, such as taking turns in group activities. Staff skilfully nurture respectful, caring and responsive relationships by modelling compassion and encouraging children to consider others' feelings. They thoughtfully adapt activities to meet the needs of children, including those with special educational needs and/or disabilities. For example, to support their understanding of rules and routines, they use visual timetables.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders monitor attendance closely and respond quickly to any concerns. Attendance is high, ensuring children benefit from the continuity of care. This enables the setting to establish positive routines and prepares them for future transitions, including school.

p.2

Children's welfare and wellbeing Strong standard

Leaders prioritise and promote children's welfare and wellbeing through robust policies and procedures that inform daily practice effectively. This is well embedded and tailored to meet children's individual needs. Staff demonstrate a clear understanding of children's needs, including those who are disadvantaged and children with special educational needs and/or disabilities (SEND). For example, children receive individual one-to-one teaching to support their progress. Staff are attentive, nurturing and consistent in their interactions, helping children to feel safe and emotionally secure. These positive attachments support children's confidence, motivation and willingness to explore their environment.

p.2

Children's welfare and wellbeing Strong standard

Leaders and staff maintain high standards of hygiene and promote children's understanding of their own health and physical development. They support children's independence by encouraging them to manage self-care tasks such as toileting, handwashing, dressing and undressing. Staff also teach children about personal safety and healthy lifestyles, including the importance of healthy eating, which is consistently reinforced and monitored daily.

p.2

Children's welfare and wellbeing Strong standard

Children engage in yoga and breathing exercises as part of daily practice. Staff describe how this helps children to regulate their emotions, supporting their wellbeing as well as their

p.2

Expected standard

physical development. This has a positive and significant impact on the behaviour, wellbeing and attitudes of children, including those with SEND.

p.3

Expected standard

Leaders share with parents and carers clear procedures for reporting absences. Staff follow up and monitor any unexplained absences in a timely manner. This ensures children's safety and welfare remain a priority.

p.3

Achievement Expected standard

Children typically achieve well across all areas of learning. They make progress from their individual starting points, including children who face barriers to learning. They communicate, share ideas and engage in meaningful discussion with peers and staff. For example, during activities such as planting, they will know what their next step is in the activity.

p.3

Achievement Expected standard

Children demonstrate steady levels of independence, supported by daily routines that enable them to manage tasks confidently on their own. They develop physical skills, which have a positive impact on their fine motor skills, through activities such as threading and mark making.

p.3

Achievement Expected standard

Children engage positively in activities and build effectively on prior learning. For example, they talk about the world around them following visits to places such as the library, supermarket or local playground.

p.3

Achievement Expected standard

Children respond to all activities and build on their learning. They listen well during group times and can recall their learning from their group activities, such as 'circle time' or 'French lessons'. However, leaders have identified that they should further evaluate the staff's ongoing professional development, which will further strengthen the children's outcomes and achievements.

p.3

Curriculum and teaching Expected standard

Leaders demonstrate a clear and ambitious understanding of the curriculum and the quality of learning across the setting. Staff support children to communicate in both languages, English and French.

p.3

Curriculum and teaching Expected standard

Children make steady progress in their learning and development in the setting. Staff model counting and introduce early mathematical concepts effectively. Staff support children's communication, personal, social and emotional development effectively. For example, they share books and encourage children to talk about their feelings and how to express them. However, the curriculum for expressive arts and design is limited. This means children need more consistent opportunities to further extend their creativity and imaginative skills.

p.3

Curriculum and teaching Expected standard

Leaders and staff deliver a well-planned curriculum across all areas of learning and development. They know children's starting points and use ongoing assessments and weekly meetings to identify what children can do and what they need to learn next. This is used effectively to shape learning experiences that support children to make progress over time. Staff prioritise children's independence skills, emotional wellbeing and preparing them for school. Curriculum and teaching are adapted for children with special educational needs and/or disabilities. For example, staff support children through one-to-one teaching to help them make progress alongside their peers.

p.3

Inclusion Expected standard

Leaders take a proactive approach to identifying and assessing children who need additional support. They determine needs quickly and accurately, including those with special educational needs and/or disabilities (SEND) and those facing other barriers to learning or wellbeing. Staff are knowledgeable and have high expectations of children. They make appropriate decisions to reduce barriers and support children effectively. For example, staff have received specialised training to deepen their understanding of speech and language development. They use visual prompts and small-group activities to meet individual needs. As a result, staff feel confident and able to support all children to communicate and make progress from their starting points.

p.4

Inclusion Expected standard

Leaders ensure that additional funding is used appropriately to support disadvantaged children. For instance, funding is used to enhance outdoor provision, helping children develop physical skills such as balance and coordination.

p.4

Inclusion Expected standard

Staff work closely with parents, carers and external professionals and seek and implement advice from the local authority. Leaders help parents understand how support is used to close gaps. This promotes continuity between home and the setting and supports children's progress. For example, staff use key words from children's home languages to support communication, promote wellbeing and help children feel a strong sense of belonging. This supports a graduated approach, ensuring that children with SEND and those facing barriers are included and supported well.

p.4

Leadership and governance Expected standard

Leaders have a good understanding of the context of the setting and use this knowledge to tailor the support and care they provide. Leaders regularly review practice and identify areas for improvement. A strength of the setting is leaders' reflective approach. For example, since opening, they have reviewed their routines and made effective changes, such as splitting the group into younger and older children. This provides better support for children, including those who are disadvantaged. However, leaders have not fully reflected on the curriculum for expressive arts and design and the need to expand this, to ensure children are provided with opportunities to widen their creativity and imagination.

p.4

Leadership and governance Expected standard

Leaders prioritise staff's professional development and wellbeing. Staff are well supported and have completed training on how to support children with special educational needs and/or disabilities. For example, staff have identified children with speech delay and sought advice from external agencies. Children receive early intervention to help close the gaps in their learning swiftly. Leaders should further evaluate staff's professional development to enhance their teaching and interactions with children. This will continue to raise the quality of children's learning experiences.

p.4

Leadership and governance Expected standard

Partnerships with parents and carers are robust. Parents are positive about their children's progress and explain how this supports their preparation for school. Leaders collaborate effectively with other professionals, including schools, to support children's smooth transitions. As a result, children are ready for their next step in learning.

p.5

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

Staff warmly welcome all children into this calm and nurturing environment. Children arrive happily, including those who are disadvantaged or speak English as an additional language. They are confident and settle in very quickly. Staff use their effective skills to teach children how to behave well in the setting. They are gentle in their approaches to behaviour. For example, staff get down to children's level and calmly explain their expectations. This helps children to feel valued, understood and supported. Children demonstrate excellent behaviour. They are kind and collaborate with each other. For example, when children explore the outdoor mud kitchen, they politely say 'please' and 'thank you', without being prompted. Older children assist younger children in the daily routine, such as putting on their jackets or boots for outdoor play.

p.5

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

Staff use their professional knowledge to deliver a meaningful curriculum that takes into account children's ages and developmental stages. Staff recognise each child's starting points and carefully plan experiences that build on what they already know. As a result, all children make clear progress from their starting points. For example, children who lacked social skills now demonstrate increased levels of confidence. They are engaged and motivated. Children with previously limited speech have extended their vocabulary and communication skills. They display a genuine enjoyment for learning.

p.5

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

Staff prioritise children's safety and wellbeing. For example, they assess the risks of all activities, including outdoors. This practice helps to keep children safe while promoting their learning. Children have a wonderful time planting seeds and washing toy babies. They use these opportunities to strengthen their gross and fine motor skills. In another example, children use their physical skills to play with balls, kicking and chasing them.

p.5

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

Children enjoy a wide range of meaningful experiences, including planting seeds, caring for toys and developing physical skills through active play. These opportunities support their physical development, confidence and understanding of the natural world. Children show high levels of self-esteem and gain an appreciation of the natural environment. Leaders

p.5

Address:

Montpelier Church Biddulph Road South Croydon CR2 6QB

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: La Maternelle Nursery School Limited

p.6

Address:

Register(s): EYR inform parents and carers about their children's learning, progress and development. Parents speak highly of the setting, sharing that their children enjoy attending. They find that their children are well prepared for school.

p.6

Next steps

Leaders should review the curriculum and teaching for expressive arts and design to further promote children's creativity and imagination. Leaders should further evaluate staff's professional development to enhance their teaching and interactions with children.

p.6

About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and designated safeguarding lead during the inspection.

p.6

About this inspection

We carried out this inspection under section s 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 : 07:30 - 16:00

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

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.8

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.8

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8