Enchanted Wood Preschool Ltd- Standard Road

Enchanted Wood Preschool Ltd- Standard Road

Unique reference number (URN): 2782832 Address: 34 Standard Road, Bexleyheath, DA6 8DP Type: Childcare on non-domestic premises Registered with Ofsted: 12/04/2024 Registers: EYR, CCR Registered person: Enchanted Wood Preschool 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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Achievement Strong standard

Children achieve extremely well, whatever their starting points. This includes children with special educational needs and/or disabilities, those who are known to social care, and children with other barriers to their learning. Children show excellent independence skills, such as removing lids from tubs on containers in their lunch box. Children put on their coats and shoes and help to tidy up. They are expressive, articulate learners who eagerly describe family outings to their friends. Children have very secure and rapidly developing vocabulary. They engage with books very readily and have excellent understanding of story structure. Children gain a wide range of physical skills. They climb and balance with confidence and have excellent hand–eye coordination skills and control. They gain very secure early mathematical skills. For example, they count confidently to 10 and beyond and recognise numbers. All of these are very valuable skills for children's next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created an environment of high expectations, which are understood at all levels. Staff consistently share group rules with children, such as 'to always try their best'. This acts as clear motivation to the children, who consistently concentrate and persevere with their tasks. For example, they practise how to use pipettes to transfer water and persevere until they succeed. Older children act as extremely positive role models to younger ones. They readily remind them of group rules to promote positive behaviour. Staff use praise effectively to motivate children, and children behave very well.

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Behaviour, attitudes and establishing routines Strong standard

Staff provide excellent support to help children to build friendships. For instance, they organise group games where children act in pairs. This helps children to get to know other children and to develop relationships. Staff consistently promote an environment of respect for others. For instance, children treat each other with kindness and share toys. Staff provide extra support to help children with special educational needs and/or disabilities, those who are known to social care, and other vulnerable children. For instance, they plan small-group play activities where children take it in turns to place bricks to build a model to support turn-taking skills. Staff have very warm and close relationships with children and respond readily to their needs. They promote regular attendance to parents by highlighting the benefits of this on children's progress and school readiness.

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Children's welfare and wellbeing Strong standard

Staff provide excellent ways to help children to gain an understanding of feelings and how to manage them. For example, during group time, staff ask each child how they are feeling. When children say they are feeling 'sad', staff ask them why and what they need to make them feel 'happy', and children say 'a hug'. This shows how children are supported to learn how to manage their emotions very effectively and demonstrates the positive relationships they have developed with staff.

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Children's welfare and wellbeing Strong standard

Staff provide very safe and highly suitable routines for children. They make any necessary adjustments to the routine to meet the needs of children with special educational needs and/or disabilities, those who are known to social care, and other vulnerable children. For example, staff make sure that children are seated appropriately and are supervised closely while eating. A qualified first aider sits at each table to help ensure consistent child safety. Children bring packed lunches, which are stored appropriately. Staff actively teach children about the benefits of eating healthy food. For instance, they play games where children put food into groups of healthy and unhealthy food. Children learn about the importance of oral hygiene as staff read stories about how to take care of their teeth and gums. Children brush away pretend plaque on drawings of teeth and learn about the importance of regular tooth

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Children's welfare and wellbeing Strong standard

Staff prioritise children's safety. For instance, they carry out daily checks in all areas, indoors and outdoors, to reduce the risk of hazards. Leaders ensure that staff are deployed very effectively indoors and outdoors to keep children safe. They teach children how to act with care and caution. For instance, children use scissors safely and know to walk indoors.

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Curriculum and teaching Strong standard

The curriculum is dynamic, broad, deeply enriching and meets the needs of all children. Staff tailor the curriculum to precisely meet the needs of children with special educational needs and/or disabilities, those who are known to social care, and other vulnerable children. Staff ensure that there is high emphasis on physical, personal, social and emotional development. For example, staff ensure that children gain excellent small-muscle control through lively, fun activities such as 'Dough Disco' sessions. Staff act as role models by showing children different ways to manipulate play dough to support their development. They help children to develop excellent balancing skills by providing well-thought-out, ambitious environments. For example, staff praise and encourage children as they walk across bridges and ride scooters. Staff organise interesting, fun group games with balls and hoops to enhance children's physical coordination skills. They provide dynamic, stimulating

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Curriculum and teaching Strong standard

music and movement sessions that support children's physical development very successfully.

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Curriculum and teaching Strong standard

Staff support children's communication, language and literacy skills in highly effective ways. They successfully engage children in stories through the use of puppets and props. Staff provide cosy, attractive book corners that are well stocked with a variety of books. This helps children to develop a great love of books. Staff help children to gain very effective early mathematical skills. For instance, they ask children to name different shapes they observe in the environment, such as round logs and tall trees. Staff present children with interesting ambitious mathematical tasks, such as addition. They provide children with exceptional preparation for their next stage of learning.

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Inclusion Strong standard

Staff readily identify any areas where children need extra help. For example, they use detailed observations and regular assessment checks to robustly track development. They immediately discuss any development concerns with parents. Staff advise parents to contact a doctor or health visitor for further guidance. Staff stay in touch with families to ensure they get professional support. They expertly adapt teaching plans to ensure they precisely meet the needs of children with special educational needs and/or disabilities (SEND), those who are known to social care, and other vulnerable children. For example, staff use small-group tasks with engaging objects to build concentration spans very effectively. These tailored activities build lasting improvements in child development. Leaders use funding in very effective ways. For instance, they provide extra staffing to give individual care for children to

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Inclusion Strong standard

support their communication, language and personal social development. Leaders ensure the staff team is highly skilled in SEND, enabling children with SEND to receive consistently high-quality, well-matched support.

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Leadership and governance Strong standard

Leaders demonstrate a strong commitment to the continuous professional development of staff. Staff have completed a range of courses, including on sign language and on behaviour as communication. Health professionals, such as occupational therapists, visit the setting to provide staff with guidance and training on how to support children with special educational needs and/or disabilities and those with other barriers to their learning. This has led to improved understanding and awareness in these areas.

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Leadership and governance Strong standard

Leaders carry out robust staff supervision that ensures rigorous monitoring of staff performance and wellbeing. Supervision sessions complement the regular staff meetings and informal but regular room observations. These strategies help leaders to identify training needs to promote the best outcomes for children. Leaders promote staff wellbeing very successfully in different ways. For example, they give staff time away from their duties to carry out planning and assessment tasks. Leaders show appreciation of staff by organising social outings and by providing regular treats. This helps to promote staff wellbeing very effectively.

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Leadership and governance Strong standard

Leaders maintain highly effective partnerships with parents and carers. They use diverse and effective ways to keep parents fully informed about their child's progress. This includes reviews by phone with parents 3 times a year and daily verbal feedback. Leaders provide parents with useful information to support children's learning and development. For example, they direct parents to information about healthy food for lunch boxes and guidelines on screen time. They work closely with parents to support children's potty training skills. Parental feedback obtained during the inspection indicates high levels of overall satisfaction. Leaders conduct rigorous evaluations to identify clear areas for further development of the setting. This information is used to inform ambitious goals for continuous improvement.

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Compulsory Childcare Register requirements

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

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Register

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

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

Children are deeply curious, very keen learners in this highly stimulating, extremely well- organised setting. They are particularly confident children who are very motivated to learn. Children and their families feel warmly welcomed and a secure sense of belonging as they see photos of themselves carefully displayed in each group room. Children are gently greeted by name in song during group welcome time and this helps each child to feel highly valued. Children have fully trusting, strong bonds with staff, who sit with them during welcome time. Staff smile and interact very positively with children, continually maintaining strong relationships. Children build very secure friendships and spend most of their time playing spontaneously in pairs or groups, indoors and outdoors. Children feel safe and deeply cared for by staff and flourish in their learning and development.

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

Children, whatever their starting points, achieve extremely well, including those with special educational needs and/or disabilities (SEND), those who are known to social care and other vulnerable children. Staff use expert strategies and tailored teaching to ensure that children with SEND, those who are known to social care, and other vulnerable children face no obstacle to their learning. Staff support children's understanding of the world in excellent ways. Children thoroughly enjoy exploring the outdoor environment in a variety of engaging activities. They use illustrated charts of insects to help to identify wood lice as they move logs. Children gently and confidently handle the insects with keen observation. Staff teach them the names and different features of insects. Children show great excitement and enthusiasm as staff use water and foam sprays to demonstrate different weather conditions.

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

Children learn the names of different types of weather through these delightful sensory

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Enchanted Wood Preschool Ltd

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Address:

Register(s): EYR, CCR experiences. Children are highly consistent in their attendance and gain an excellent range of skills to prepare them for their next stage of learning.

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Next steps

Leaders 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 disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff and children and considered comments from parents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00

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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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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

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

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