Shelly Tots Pre-School

Shelly Tots Pre-School

Unique reference number (URN): EY490609 Address: Mountfield Community Centre, 17 Sandway Road, Orpington, BR5 3TU Type: Childcare on non-domestic premises Registered with Ofsted: 16/06/2015 Registers: EYR, CCR, VCR Registered person: Keepence, Shelly Anette

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

Every child, regardless of their age or stage of development, makes rapid progress in their learning. Younger children show great perseverance, for example, as they practise drawing water up into a pipette. Children engage in an abundance of mathematical activities, such as rolling dice to identify numbers, exploring how many sides a cube has and weighing different objects.

p.2

Achievement Strong standard

All children make sustained progress in their communication and language development. Older children initiate conversations with staff and one another. Younger children learn and use new words such as 'squirt', 'plop' and 'slippery'. Children with special educational needs and/or disabilities respond increasingly well to signs and picture prompts that staff use to encourage their language skills and understanding.

p.2

Achievement Strong standard

Older children develop high levels of independence in readiness for starting school. For example, they consistently manage their personal-care routines and learn to sit well and concentrate during focus activities. Children, including those who may face barriers to their learning, develop the knowledge and skills they need to quickly progress to their next stages of their learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff work consistently well as team to implement effective behaviour management strategies. They are positive role models who set high expectations for all children's behaviour. They understand that some behaviours are attributed to children's individual needs and circumstances. Staff offer ongoing support to help all children behave in positive ways and to teach them how their actions may affect others. This practice continually encourages children to learn to manage their feelings and behaviour.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children play harmoniously together and behave extremely well. All children follow simple instructions with ease, including those who may experience barriers to learning. Staff take every opportunity to praise children for their smallest achievements. They encourage them to take part in all activities through their exuberant and effective teaching practices. Consequently, all children happily join in and make positive relationships with others. For example, they laugh together with staff as they sing and move to action songs. Children arriving later begin dancing even before they have removed their coats. All children form close and trusting bonds with their key persons and with all staff. They show high levels of wellbeing and involvement and positive attitudes towards all their learning experiences.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders form excellent and trusting relationships with all parents and carers, including those who are harder to reach. This helps them to create a two-way approach to managing children's behaviour and encouraging regular attendance. Staff implement well-known routines and experiences that enable children to feel secure and enjoy their experiences.

p.2

Children's welfare and wellbeing Strong standard

Leaders put children's welfare at the heart of everything they do. This is highly evident in the excellent care practices in place and the way that parents and carers praise the team's excellent support. Leaders and staff know children and their families extremely well, including those who are less easy to engage than others. This helps staff to understand children's individual and changing needs.

p.3

Children's welfare and wellbeing Strong standard

All children, including the most disadvantaged and those with special educational needs and/or disabilities, show they feel safe and secure. They enjoy very close relationships with their key persons, other staff and each other. They develop high levels of emotional wellbeing and follow routines confidently. For example, all children tidy away resources with minimal help so that everything is put away neatly in the right place, ready for next time. Staff teach them to independently follow routines. For example, children are competent at washing their hands at the appropriate times and managing their self-care needs.

p.3

Children's welfare and wellbeing Strong standard

Leaders and staff keep children safe wherever they play. Children are heavily involved in discussing and following safety measures. For example, they know why it is not safe to use outside equipment in rainy weather or to get up from the table if they still have food in their mouths.

p.3

Children's welfare and wellbeing Strong standard

Staff consistently help children to learn about positive health, including eating well and following excellent oral hygiene practices. Children experience plenty of physical exercise and learn to negotiate space safely, including as they dance vigorously to music.

p.3

Curriculum and teaching Strong standard

Leaders maintain a vigilant oversight of the curriculum and teaching. They know what they want children to learn and how this should be taught. Leaders plan, provide and monitor an inclusive curriculum that helps all children to progress well in all areas of learning. They and the staff team assess children's progress regularly to plan the next steps in their learning. The curriculum is designed in a way that maximises children's learning, particularly for the most disadvantaged. Staff make all children's learning exciting and interesting. They teach children new skills in small and achievable steps to deepen their understanding. They continually teach mathematical concepts to all children, for instance, to increase their understanding of number, size, shape and measure.

p.3

Curriculum and teaching Strong standard

Staff seamlessly encourage children's communication and language development. For example, they ask interesting questions, narrate children's play and readily respond to their ideas and interests. Staff use children's love of books and stories to encourage repetition and their understanding of new words and phrases. They provide additional ways to encourage this area of learning for children with special educational needs and/or disabilities (SEND). For example, staff use signs, gestures and picture prompts to enable children with SEND to make choices and understand what will happen next.

p.3

Curriculum and teaching Strong standard

Staff use every activity and routine as a learning opportunity, which keeps children purposefully engaged throughout the day. All staff consistently teach children through high- quality interactions to help children feel secure and continually gain new skills and knowledge.

p.3

Inclusion Strong standard

Leaders consistently implement and review inclusive strategies to meet children's individual needs. They maintain close relationships with the community and specific families to keep abreast of children's changing circumstances and needs. This enables staff to implement and adapt inclusive practices that continually help children to achieve well and develop a secure sense of belonging. Leaders and staff take every opportunity to reduce any barriers to children's attendance, wellbeing and learning, sometimes before a child even starts at the setting. They use ongoing assessments of children's progress, staff's training and development. Staff make adaptations to the curriculum to meet children's unique needs. They work as closely as possible with outside agencies and other professionals to make sure that any support is well targeted towards the most disadvantaged children.

p.4

Inclusion Strong standard

Leaders and staff work closely together to ensure that all children, including those with special educational needs and/or disabilities and those known to children's social care, thrive. They adapt the environment and routines as necessary and take swift action to implement support strategies that have the best impact on children's care and learning.

p.4

Inclusion Strong standard

Leaders use specific funding thoughtfully. They provide resources, staffing and learning experiences that provide the most disadvantaged children with the same opportunities to thrive as their peers. All children have equal access to all activities and experiences, and they achieve extremely well.

p.4

Leadership and governance Strong standard

Leaders are highly reflective and have a clear and consistent understanding of the setting's strengths and areas for further development. They have worked tirelessly to meet an action set at the last inspection, to improve staff's interactions with children. Leaders have provided staff with ongoing professional development opportunities and support to improve their teaching skills in this respect. The impact of this is extremely evident in children's engagement and rapid learning.

p.4

Leadership and governance Strong standard

Leaders and staff have recently reviewed how children newer to the setting engage and play. To meet their changing needs and those of other children, they have adapted the environment and activities to reduce noise levels. This has already had a significant impact on children's concentration and enjoyment of learning.

p.4

Leadership and governance Strong standard

Leaders offer ongoing support to staff to encourage their professional development and to manage their wellbeing and workloads. Staff are required to set out and pack away all resources each day due to shared use of the premises. However, this does not detract from the excellent care and learning opportunities they provide for children. The seamless ways in which they work as a team results in children feeling continually safe, secure and well cared for.

p.4

Leadership and governance Strong standard

Leaders and staff methodically engage with the community, parents and carers and outside agencies and other professionals to achieve the best outcomes for children. Parents report that they value the community feel to this setting and how the staff warmly respond to their children's needs. Staff encourage parents to be involved in all aspects of their children's learning to offer children every chance to make swift progress.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children make rapid progress from their unique starting points as result of consistent and high-quality teaching. All children, including the most disadvantaged, remain engaged throughout the day because staff remove any barriers to their learning. For example, children with special educational needs and/or disabilities engage well when staff are close by to offer reassurance and to guide their involvement. All children experience a curriculum that staff continually shape and adapt to meet their individual needs and interests. They respond eagerly to staff's interactions and are quick to offer their own ideas. Children concentrate for long periods of time during adult-led activities. For example, they listen to simple instructions as they excitedly sit together for a story or prepare for snack.

p.5

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

All children progress quickly in their communication and language development. Older children hold sustained conversations, inquisitively ask questions and talk about their interests. Younger children repeat words and phrases from familiar stories, songs and rhymes and use these in different contexts. They laugh with excitement during music and movement activities. For example, children engage in a vibrant, expressive dance as they rap to 'Old MacDonald had a Farm' and confidently move their bodies in different ways.

p.6

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

All children feel safe and well supported and develop an unquestionable sense of belonging, confidence and enjoyment of learning. They show this through their close relationships with familiar staff and other children and their continual engagement in activities and routines. All children engage in activities and experiences equally well as they practise and rapidly learn new skills. They know that staff value their contributions to their learning experiences because of the constant praise and recognition they receive for every achievement.

p.6

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

Children benefit from exceptionally close working relationships between leaders, staff and their parents and carers. They consistently enjoy all the educational experiences provided because leaders encourage their regular attendance and value parental involvement in their learning. Children are settled and happy, and they behave extremely well. They thrive in this highly engaging setting.

p.6

Next steps

Leaders should continue to focus on their ongoing reflective practice and high standards to achieve an even greater impact on the care and learning experiences of the most disadvantaged children.

p.6

About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers and children during the inspection.

p.6

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.6

Address:

Mountfield Community Centre 17 Sandway Road Orpington BR5 3TU

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Keepence, Shelly Anette

p.7

Address:

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

p.7

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.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

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.9