Alton Community Playschool

Alton Community Playschool

Unique reference number (URN): EY428900 Address: Fontley Way, Roehampton, London, SW15 4LY Type: Childcare on non-domestic premises Registered with Ofsted: 19/05/2011 Registers: EYR, CCR, VCR Registered person: Alton Community Playschool

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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 make excellent progress from their starting points because staff know them extremely well and provide a curriculum that builds on their interests and individual needs. Children are sociable and confident communicators, demonstrating strong communication and language skills. Children confidently express their ideas, hold conversations with adults and friends, and enthusiastically talk about what they enjoy at the setting. Children with special educational needs and/or disabilities, those who are disadvantaged and those who face barriers to learning receive well-targeted support through personalised plans, enabling them to make clear progress their starting points. This approach supports all children to achieve exceptionally well and supports their ongoing progress.

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Achievement Strong standard

Children develop the knowledge and skills they need for their next stage of learning, including school. They become independent, confident learners who enjoy exploring, solving problems and working collaboratively together.

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Behaviour, attitudes and establishing routines Strong standard

Children are very happy, confident and secure within this welcoming environment. Warm, caring relationships between staff and children help children feel safe and valued. Staff consistently support children to understand routines and expectations through gentle explanations, praise and visual prompts. This helps children know what is expected and contributes to a calm, engaging atmosphere.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and show kindness, respect and consideration for others. They happily share resources, work collaboratively when building construction models and include one another in their play. Staff skilfully support children to recognise and manage their emotions, helping them develop resilience and positive friendships.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have thoughtfully reviewed transition times throughout the day. As a result, children move between activities more calmly and remain engaged in learning. Attendance is promoted through positive partnerships with families and discussions about the importance of regular attendance and good time keeping.

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Behaviour, attitudes and establishing routines Strong standard

Staff consider children's individual stages of development and adapt expectations appropriately, particularly for children with special educational needs and/or disabilities and those requiring additional support. Pictorial signs and visual routines effectively support children's understanding, communication and independence, ensuring all children successfully participate in daily routines.

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Children's welfare and wellbeing Strong standard

Children's health, safety and well-being is consistently prioritised. Kind and caring staff build warm, trusting relationships with children, helping them develop confidence, emotional security and a strong sense of belonging. Key persons know children well and respond sensitively to their individual care and emotional needs.

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Children's welfare and wellbeing Strong standard

Children are supported to recognise and manage their emotions through consistent routines, gentle interactions and positive guidance. Staff help children understand how their actions affect others and encourage kindness, empathy and respect.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted extremely well. Children enjoy nutritious fruit snacks, while staff work in partnership with parents to encourage healthy packed lunches. Children learn about the importance of oral health through daily discussions and planned activities that promote good dental hygiene.

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Children's welfare and wellbeing Strong standard

Outdoor play is given high importance. Children benefit from ample opportunities to be physically active while exploring nature and developing coordination, balance and confidence. Staff carefully manage risks, ensuring children stay safe in the sun and remain well hydrated throughout the day.

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Children's welfare and wellbeing Strong standard

Staff are flexible in their responses to support meeting children's individual needs. They recognise when children are tired and adapt routines to support children's wellbeing, such as coming inside for a story when the weather is hot. Children with special educational needs and/or disabilities and those requiring additional support receive tailored care that enables them to participate fully in all aspects of pre-school life.

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Curriculum and teaching Strong standard

Leaders have developed a broad and engaging curriculum that reflects children's interests while supporting all areas of learning. Staff understand how young children learn and provide meaningful experiences that build knowledge and skills over time. Teaching is adapted exceptionally well to meet children's differing needs, ensuring all children, including those with special educational needs and/or disabilities and disadvantaged children, can access learning successfully.

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Curriculum and teaching Strong standard

Outdoor learning is a particular strength of the setting. Children are inquisitive learners and enjoy exploring nature, growing and planting. They develop physical skills through balancing on stepping stones, climbing and negotiating space with increasing confidence. Staff skilfully introduce mathematical concepts through purposeful play. During water play, they encourage children to count, compare capacity, explore shape and size and use mathematical language as they investigate, predict and solve problems.

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Curriculum and teaching Strong standard

Staff enthusiastically read stories to ignite children's curiosity and imagination. Children listen intently to stories and confidently discuss characters and events which they link to their own experiences. Staff foster a love of books by sharing stories throughout the day and working closely with parents to encourage a love for reading at home.

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Curriculum and teaching Strong standard

Staff skilfully extend children's communication, language and thinking through effective questioning and interesting conversations. They observe children carefully, assess learning accurately and use this information to plan stimulating experiences that build on children's interests and developmental needs.

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Inclusion Strong standard

Leaders have created a highly inclusive culture where every child is valued and supported to succeed. Children's individual needs are identified promptly through accurate assessment, regular observation and strong partnerships with families and other professionals. Staff work collaboratively with professionals to ensure all children receive timely, effective support. This joined-up approach enables early intervention where needed, and helps children make positive progress in their development and outcomes.

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Inclusion Strong standard

Children with special educational needs and/ or disabilities, disadvantaged children and those who experience barriers to learning benefit from well-targeted individual support plans and carefully adapted teaching. Leaders regularly review children's progress and evaluate the impact of interventions, making changes where necessary to ensure support remains highly effective.

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Inclusion Strong standard

Staff receive regular, high-quality training on inclusive practice, enabling them to confidently meet children's diverse needs. Visual timetables, pictorial prompts and the use of sign language support all children's communication and language, independence and participation.

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Inclusion Strong standard

Parents speak very positively about the support they receive and value the open communication with staff. Leaders make highly effective use of available funding to enhance children's experiences and improve outcomes such as resources to support the development of children's communication and language. Children known to, or previously known to, children's social care receive targeted support through strong partnership working. As a result, all children feel included, develop confidence and make excellent progress from their individual starting points.

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Leadership and governance Strong standard

Leaders are passionate about providing high-quality care and education and have a clear understanding of the setting's strengths and areas for further development. They continually reflect on practice and implement improvements that benefit children. For example, leaders have reviewed daily transition times, creating calmer routines that help children remain engaged and settled. They have also identified the further development of sensory learning areas as a future priority.

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Leadership and governance Strong standard

Leaders place children's needs at the centre of decision-making, particularly for children with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning. Strong partnerships with parents and external professionals ensure children receive coordinated and highly effective support.

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Leadership and governance Strong standard

Staff report feeling highly valued and well supported. Leaders actively promote staff well- being, maintain manageable workloads and provide regular opportunities for professional development. Training is carefully planned to strengthen teaching, inclusive practice and children's outcomes.

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Leadership and governance Strong standard

Monitoring and quality assurance support continual improvement. Leaders regularly evaluate the impact of the curriculum, children's progress and the quality of teaching, taking prompt action where improvements are identified. This reflective approach ensures that continuous improvement remains a priority. As a result, children and families benefit from a welcoming, reflective and ambitious setting.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 thrive in this highly inclusive, nurturing and community-focused setting where they feel safe, valued and excited to learn. Warm, trusting relationships with staff help children settle quickly and develop a strong sense of belonging. Children confidently explore their environment, make independent choices and approach new experiences with enthusiasm because they feel secure, respected and encouraged to participate. Children with special educational needs and/or disabilities and those who experience barriers to learning are fully included in all aspects of pre-school life through carefully adapted teaching, thoughtful support and strong partnerships with families and other professionals.

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

Children enjoy a broad, ambitious curriculum that captures their curiosity and promotes meaningful learning through play. They laugh with delight as they chase, catch and pop bubbles outdoors, developing their physical coordination, communication and social interaction. Staff skilfully extend these experiences through purposeful conversations, encouraging children to count, compare and describe what they observe. Children remain highly engaged, demonstrate resilience and persevere when solving problems together.

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

Children develop positive relationships with one another and confidently participate in shared experiences. They eagerly join in familiar games such as 'Duck, Duck Goose', learning to take turns, cooperate and celebrate each other's success. Staff consistently model kindness, respect and empathy, helping children understand how their actions affect others. As a result, children are considerate of their friends and contribute to an environment where everyone feels welcomed, included and valued.

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

Children benefit from meaningful experiences that strengthen their understanding of the world around them and foster a strong sense of community. They enthusiastically take part in growing activities and observe how plants change over time. These experiences encourage curiosity, responsibility and an appreciation of the natural world while promoting collaborative learning and shared achievement.

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

Strong relationships between staff, parents and the wider community create a culture where every child and family feels respected and included. Children enjoy coming to the pre-school and regular attendance is promoted. This supports positive attitudes to learning and enables children to make strong progress from their individual starting points.

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Next steps

Leaders and those responsible for governance 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 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, those responsible for safeguarding and special educational needs, parents and carers and children during the inspection.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Alton Community Playschool

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 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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2 to 5

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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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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