Sutton Opportunity Pre-School

Sutton Opportunity Pre-School

Unique reference number (URN): 2789565 Address: Rear of 16-18 Stanley Park Road and Fronting Holmwood Gardens, Wallington, Surrey, SM6 0EU Type: Childcare on non-domestic premises Registered with Ofsted: 15/04/2024 Registers: EYR Registered person: Sutton Opportunity Pre-School

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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 with special educational needs and/or disabilities (SEND) and any other barriers to learning thrive in this inclusive environment. All children with SEND make significant progress from their starting points and agreed targets. They are growing in confidence and in expressing their wants and needs using a range of communication methods. Children show increasing determination to try new things and develop their social skills. They delight as they explore sensory trays and engage in small-world play alongside their peers.

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Achievement Strong standard

Children are growing in independence. They take part in self-care tasks, such as washing their hands and putting on their belongings. Children benefit from very effective support in preparation for the next stage, including transitions to specialist provisions and school. Children enjoy listening to stories and singing their favourite songs as they join in with actions. They show delight as they engage in sensory activities as they explore textures, water and light.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have created a calm and nurturing environment that supports children with special educational needs and/or disabilities (SEND) to thrive in a safe space. Staff have developed fantastic approaches to supporting children's behaviour and to help them regulate their feelings. They have been trained to deal with any behaviour challenges and use higher ratios to support everyone's wellbeing. Staff have created safe spaces for children throughout the environment, which is highly successful in managing children's behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from staff who are attentive, empathetic and caring. They have consistently clear and high expectations for children, and gently prompt them to remember rules. Staff are excellent role models. They consistently ask children's permission before helping them. Staff encourage the use of positive manners, and children receive consistent praise for every achievement. This supports children's overall excellent behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children develop respect and learn about how others might feel. This supports them to develop positive habits for the future. Leaders have an excellent understanding of children's personal circumstances, especially for children with SEND. They adapt sessions to support children's attendance and punctuality and offer additional support to families where needed. This ensures children have no barriers to their learning.

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Children's welfare and wellbeing Strong standard

There are warm and caring relationships between all staff and children, with a very effective key-person system in place. Children have settled extremely well into an environment that is consistent with routine. This is especially helpful for children with special educational needs and/or disabilities (SEND). Children's safety and wellbeing is a priority. They learn about how to keep themselves safe. Staff follow children's individual plans meticulously to ensure their welfare is paramount. Children seek out adults for comfort, and staff are patient and highly responsive to their needs. Staff use visual prompts and signing to help children regulate and share what they need. This further promotes children's self-esteem and confidence to express their emotions.

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Children's welfare and wellbeing Strong standard

Staff promote children's personal hygiene and healthy choices extremely well. Children with SEND who have limited food restrictions are included in snack times and mealtimes in an inclusive way. Staff work closely with parents and carers to promote healthy meal options. This ensures children receive healthy and well-balanced meals. Staff encourage children to drink water regularly and try new fruits. Children show confidence in self-care practices, such as wiping their noses and washing their hands without prompts from adults. Children receive consistent praise for these achievements. This helps them to further develop their confidence and independence.

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Curriculum and teaching Strong standard

Leaders have designed a broad curriculum that supports children with special educational needs and/or disabilities (SEND) to flourish. Staff utilise knowledge and targets from professionals to create a curriculum that is sequenced around children's individual interests and plans. This means that any barriers to children's learning are removed. Staff observe children and know them extremely well. This supports staff to make thoughtful adjustments as they assess children's learning needs across all areas of learning.

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Curriculum and teaching Strong standard

Staff ensure children develop their personal, social and emotional skills through targeted group interventions. They establish close bonds with children to ensure they feel safe and belong. The use of visual prompts and signing supports children's growing communication and enables them to share their wants and needs. Children with SEND thrive as they engage in activities around their interests. They recite and find letters in the environment and count during their play.

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Curriculum and teaching Strong standard

Children develop their physical skills well. Staff implement targets set by external professionals. Outdoors, children use balance equipment and transport toys. They develop gross motor skills as they paint fences and play chasing games. Staff support children's growing independence well. For example, they encourage children to cut their own fruit and put their plates away.

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Inclusion Strong standard

Leaders and staff have created a nurturing inclusive culture at the setting, where all children who currently attend have special educational needs and/or disabilities (SEND). Staff are highly experienced in planning additional support, implementing interventions and reviewing the impact on children. They use early identification and continuously assess and review children's progress. Children take part in small targeted intervention groups to develop their social interaction and communication. Staff consistently use visual prompts and signing with all children, which supports their growing vocabulary. This is already having a significant impact on targets from children's individual plans. Children with SEND who additionally are from disadvantaged backgrounds benefit from funding that is spent thoughtfully. Staff identify gaps in children's knowledge and work closely with parents and carers to consider

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Inclusion Strong standard

additional resources. For example, they have introduced song bags and balance balls to support children's communication and physical skills.

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Inclusion Strong standard

Leaders work closely with professionals, such as therapists for physiotherapy and speech and language. This ensures they receive expert knowledge to support children to reach targets swiftly and continue their development at home. Leaders and staff go above and beyond to support children and their families. They help parents to apply for additional funding, grants and specific equipment. Leaders ensure staff are highly trained to meet the complex needs of children, including using specialist feeding and medical equipment. This ensures all children can participate in the inclusive curriculum.

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Leadership and governance Strong standard

The setting is transitioning through positive leadership changes, where high-quality inclusive practice is a priority. Leaders have a clear vision for the setting, with aims for it to become a centre of excellence for inclusion. Leaders have extensive knowledge and skills and are implementing excellent training opportunities to upskill staff even further. They aim for support for children with special educational needs and/or disabilities (SEND) to be consistently at the highest level.

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Leadership and governance Strong standard

Staff are reflective of the support they receive for their wellbeing. Leaders ensure staff's workload is manageable and maintain an open and positive culture. Staff receive effective individual and group supervision sessions where they can discuss any challenges. This is highly successful working with children with SEND and results in immediate action to support them. This includes additional training and funding.

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Leadership and governance Strong standard

Leaders and staff have established positive and open relationships with parents and carers. This means that swift early intervention can be put into place. Leaders prioritise children's welfare and wellbeing. They are highly reflective of the environment and ensure they consistently monitor the provision. This ensures children's complex needs are met at all times.

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

Children with special educational needs and/or disabilities (SEND) are thriving at this highly inclusive setting. Staff warmly welcome all children and establish very secure relationships with them. This enables children to feel safe, settle quickly and engage in activities immediately. Leaders and staff work extremely diligently to create a calm atmosphere where children can relax and regulate their feelings. Staff are highly skilled and help children to develop their social and communication skills. Children build friendships and are learning to parallel play alongside their peers. Children delight and giggle during group sensory sessions. They sing familiar songs, learn about the weather and practise turn-taking.

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

Leaders and staff go above and beyond to remove all barriers to learning for children from disadvantaged backgrounds and children with SEND, including those with any mobility issues. They constantly adapt the environment and make excellent use of specialist equipment to ensure children are included in every aspect of the curriculum. Staff understand the complex needs of all children and the wider context of their lives. They flexibly adapt the curriculum to support children's attendance as they recognise the multiple appointments children attend with professionals.

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

All children attending the setting are children with SEND. Staff demonstrate a deep understanding of each child's individual needs and targets. They give consistent praise and encouragement for every small significant achievement children make, for example when children take a few steps independently or attempt to feed themselves. This promotes children's confidence, self-esteem and 'can-do' attitude. Children develop their independence and persevere at activities of their choosing. They develop fine motor skills and are creative as they paint and make towers. During outdoor play, children navigate space and role play with cars. Their growing engagement in activities highlights the fantastic progress children are making from their starting points.

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Next steps

Leaders and those responsible for governance should continue their successful work in supporting children with special educational needs and/or disabilities and those from disadvantaged backgrounds even further through staff development to create a transformational impact.

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Address:

Rear of 16-18 Stanley Park Road and Fronting Holmwood Gardens Wallington Surrey SM6 0EU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sutton Opportunity Pre-School

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Address:

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

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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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About this inspection

The inspector spoke with directors, leaders, staff and the special educational needs coordinators 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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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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