Holmwood Preschool Wallington

Holmwood Preschool Wallington

Unique reference number (URN): 2767019 Address: Wallington United Reformed Church, Stanley Park Road, Wallington, SM6 0EU Type: Childcare on non-domestic premises Registered with Ofsted: 05/12/2023 Registers: EYR Registered person: Holmwood Preschool Wallington CIO

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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, especially those with special educational needs and/or disabilities, make excellent progress. Children develop excellent problem-solving skills and are supported to learn through trial and error. They develop excellent 'can-do' attitudes that help them face future challenges with confidence. Children are consistently engaged in learning. They show their enjoyment as they happily join in games with laughter and excitement.

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Achievement Strong standard

Children are accomplished communicators. Conversations continually take place and staff increase children's vocabulary very well. Children use language to convey their needs and wants, which helps avoid any feelings of frustration. Children are prepared incredibly well for the next stage in their educational journey. They gain important skills, such as how to avoid each other as they play with bikes. Older children know numbers and identify what number comes next after 4. Children develop creative skills as they use different tools and materials to make marks and create pictures. They know the routine and competently attend to their personal needs in the bathroom, and know to wash their hands. Children wait patiently in a line before venturing outside. They show excellent social skills. They interact appropriately with others and develop fabulous relationships with each other. They collaborate well as

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Achievement Strong standard

they take turns in role play and other games.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate they understand the behavioural expectations of the setting. Clear instructions from staff and well-established routines support all children to understand what is expected of them. All children successfully follow the rules and behave impeccably. Staff teach children to be respectful and considerate towards others. They support children to understand and follow simple rules, such as walking sensibly in a line when moving between areas of the premises. Staff encourage children to take turns, collaborate with their peers and work together during activities. Children eagerly join in team games, laughing and showing excitement as they play. Staff ensure children who need additional support are guided to help them fully enjoy the experiences. Staff acknowledge children's positive behaviour with praise, which enhances their self-esteem. Children regulate their feelings and emotions expertly as they play.

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Behaviour, attitudes and establishing routines Strong standard

Staff are well deployed to ensure children have vital support, which impacts positively on their behaviour. All children are confident to express their thoughts and feelings constructively with their peers and staff. Children have good attendance, which staff monitor. They follow up children's absences with parents. This helps children to settle, thrive and form positive relationships with their peers and staff. Staff teach children the importance of perseverance and encourage them to keep trying when completing tasks, for example while they play games with staff. Staff help children to celebrate their achievement, and this promotes positive attitudes to learning.

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Children's welfare and wellbeing Strong standard

Management and staff provide a calm, relaxed environment, where children demonstrate a secure sense of belonging. Children explore with confidence and show they feel comfortable, content and safe. Staff know the children well, for example what they like and do not like. They ensure the environment caters for the children's needs. Staff build highly effective partnerships with parents to create a secure link between home and the setting. They celebrate what makes children unique and use their knowledge of each individual child to provide them with tailored activities to meet each child's individual interests and needs. Children are calm and very engaged in the play and learning opportunities available. They show great curiosity as they freely explore. Children independently practise and extend their skills as they participate in the well-structured routines.

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Children's welfare and wellbeing Strong standard

Staff help children learn to make positive choices regarding their physical health and access to the outdoors is part of daily routines. Children learn through planned activities about the importance of healthy practices, such as to stay hydrated by drinking water. Staff monitor children's lunch bags to ensure food provided from home is healthy. They help parents and children understand the importance of healthy food choices. There are robust systems in place for managing food allergies and children's medical needs.

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Curriculum and teaching Strong standard

All staff demonstrate high-quality teaching methods in their interactions with children. They are highly responsive to the needs of children and skilfully use different strategies to engage them in play and learning opportunities. For example, staff get down to younger children's level and gently model how to use the resources. They introduce new vocabulary as they name items, such as 'funnel, top' and 'end', pointing to the resource. Children listen intently and have a go. Staff support children's language and communication remarkably well. They encourage older children to engage in in-depth conversations about what they have planted and how plants grow. They skilfully extend children's thinking through discussions about birds, what they eat and where food for the birds can be bought to help them grow and stay healthy. Staff identify steps they will take to support all children and continue to elevate their

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Curriculum and teaching Strong standard

progress in all areas of development. They focus on building the foundations to children's learning and prioritise teaching children the skills they need to become independent and successful in the future. All children are competent, curious, kind and confident communicators.

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Curriculum and teaching Strong standard

Management carefully reflect on the setting's curriculum with the staff team to ensure they create a curriculum that meet the needs of all children. They use books and stories linked to children's interests and tailor learning to the individual needs of each child.

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Inclusion Strong standard

Management and staff ensure that children with special educational needs and/or disabilities and those who face barriers to their learning are supported consistently. Management consult with parents and carers to discuss how additional funding can be used. They have robust partnerships with parents and other professionals, such as speech and language and occupational therapists, to ensure continuity for children's learning. This ensures regular communication and sharing of information, related to children's learning outcomes and targets. Parents and carers comment positively on the support provided to enhance their children's learning and development, and say they achieve positive outcomes.

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Inclusion Strong standard

Staff use clear assessment and monitoring to swiftly identify any emerging gaps in children's learning. For example, staff use daily morning meetings to discuss the children and contribute to key person's assessments to track children's learning and development. They implement purposeful support plans and effective intervention strategies, which help all children to make sustained progress from their starting points. Staff provide superb support for children's communication, including those who speak English as an additional language. They liaise with parents to identify and introduce words and phrases in children's home language. They use highly effective strategies, such as eye contact and lots of singing and stories, to encourage children's communication and language skills.

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Leadership and governance Strong standard

Management is aware of the community they serve. They consistently consider how they support children and their families, and work with other organisations to better support children. Parents report they could not have sent their children to a better setting. They state that staff really care for the children and families, which helps their children to thrive and make swift progress.

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Leadership and governance Strong standard

Management strive to continually improve the setting. They focus meticulously on the professional development of staff to improve outcomes for children and to continue building on the excellent work they are doing. Staff share the curriculum and children's progress with parents, so they are aware of their children's learning and development and know how to support them at home. Management prioritise the wellbeing of their staff. They provide support and create a harmonious working environment, where staff want to be. All staff report they feel well respected and supported and enjoy their job. The team have a clear vision for the setting and what they can do to best prepare children for future learning.

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

Children are delighted to see staff and their friends as they arrive. They are warmly greeted by staff, who gently support them to easily separate from their parents. Children who are a little upset are given support by their key person, who gently reassures them. All children settle quickly. Staff create a calm and inviting environment that supports children to be curious learners. Children show they feel safe as they eagerly and confidently explore the

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Inspector:

Marvet Gayle environment. They select activities that interest them and find the tools and resources they need from accessible storage. Staff are highly responsive to children and expertly support them to learn the skills they need to be independent. They give children clear instructions, role model what to do and provide children with opportunities to develop their emerging skills. For example, staff help younger children who are trying to work out how to use the resources in the water understand how to do this. This provides children with opportunities to develop their hand coordination and finger skills.

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Inspector:

Staff participate in older children's play as they competently talk about what they have planted and the insects they find in the sand. They confidently talk about where they can get seeds to buy to feed the birds in the garden. Children are excited to join in activities. They shout with joy watching their cars roll down equipment and onto the ground. Staff comment on how fast the cars roll down and which travelled the furthest. Children are respectful of one another and willingly share.

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Inspector:

Staff place high importance on children's attendance. Children's absences are promptly followed up. Parents are reminded of the absence policy and the procedure to follow if their child is unable to attend. Staff are highly reflective and ensure the environment is suitable for all the children, which ensures the needs of children are best supported in the community they serve. For example, they adapt their teaching skills to suit the needs of all children, including children with special educational needs and/or disabilities, and those who speak English as an additional language. Children are supported to access other activities in the community to broaden their development and enhance their learning.

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Next steps

Leaders should continue to sustain the high quality and positive work they are doing with children, and ensure continual improvement and excellent standards.

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About this inspection

The inspector spoke with management, children and parents/carers 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.

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Address:

Wallington United Reformed Church Stanley Park Road Wallington SM6 0EU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Holmwood Preschool Wallington CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:15 - 12:15

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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