Ciao Ciao Pre-School

Ciao Ciao Pre-School

Unique reference number (URN): 2819813 Address: Christ Church Primary School, Cancell Road, London, SW9 6HN Type: Childcare on non-domestic premises Registered with Ofsted: 13/01/2025 Registers: EYR Registered person: Ciao Ciao Pre School CIC

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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 Expected standard

Children typically make progress from their starting points, including children with special educational needs and/or disabilities and children who speak English as an additional language. They develop communication, social and early mathematical skills through experiences that build appropriately on what they already know and can do.

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Achievement Expected standard

Children use a growing vocabulary and communicate confidently during their play and everyday routines. They join in with group activities, listen to instructions and increasingly share their ideas and experiences with staff and their friends. Children remain interested in their learning and show confidence when exploring new activities and experiences.

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Achievement Expected standard

Children also develop physical skills through active play indoors and outdoors. They explore the environment confidently. Children show increasing coordination and control while using outdoor equipment, taking part in movement activities and joining in with songs and actions. Creative and outdoor experiences encourage children to explore a range of resources, supporting their curiosity and understanding of the world. Children engage positively with others and develop the communication, confidence and social skills that help prepare them for future learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff support children to understand what happens throughout the day through calm and consistent routines. They provide clear guidance during play and everyday activities. Staff use praise and encouragement to promote positive behaviour. Children respond well to this approach and show willingness to join in with activities and cooperate during routines.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models. They speak respectfully and use simple and clear language to support children's understanding. Children respond positively, engaging in activities and showing enjoyment as they take part. They are familiar with daily routines, including handwashing before snack and confidently joining group activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote children's regular attendance. This supports continuity in children's learning and helps them to settle into familiar routines. Children move confidently between activities and generally respond positively to staff's expectations. Staff support children sensitively when they need reassurance or encouragement. This helps them to manage transitions calmly and remain emotionally secure.

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Behaviour, attitudes and establishing routines Expected standard

Staff do not yet fully embed opportunities to further develop children's independence in daily routines. This means, at times, children rely on adult support to complete simple tasks and manage parts of routines independently. As a result, children do not yet consistently develop their independence skills during everyday routines.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through calm, consistent routines and responsive care. Staff take time to understand children's individual needs. Staff ensure that daily care practices help children to feel safe, secure and emotionally supported.

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Children's welfare and wellbeing Expected standard

Children benefit from clear routines that support handwashing, safe eating and healthy lifestyles. Staff supervise children closely during mealtimes. They work with parents and carers to ensure children's individual dietary needs are understood and met. Staff use visual prompts to support children's understanding of familiar routines and help promote their health and wellbeing. Children develop a sound understanding of familiar routines that support their health and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff respect children's privacy and dignity during personal care routines. They follow appropriate procedures and ensure children feel comfortable and supported. Children also benefit from regular opportunities for physical activity indoors and outdoors. They enjoy active play and develop confidence in their movements through a range of physical experiences.

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Children's welfare and wellbeing Expected standard

However, opportunities to further promote children's understanding of positive oral health are not yet fully embedded in the curriculum. As a result, children do not yet consistently benefit from practical experiences that promote their oral health and support their health and wellbeing.

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Children's welfare and wellbeing Expected standard

Overall, children feel safe, comfortable and well cared for in an environment that supports their health and wellbeing.

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Curriculum and teaching Expected standard

Leaders provide a generally broad and engaging curriculum that encourages children to explore, communicate and develop confidence through play and practical experiences. Staff understand children's interests and stages of development well. They use this knowledge to support children's learning across daily routines and activities.

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Curriculum and teaching Expected standard

Staff support children's communication and language development effectively throughout the nursery. They ask questions, introduce new vocabulary and encourage children to share their ideas and experiences during activities and everyday conversations.

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Curriculum and teaching Expected standard

Children enjoy a range of experiences that promote curiosity and enjoyment in learning. For example, children create colourful watermelon pictures using a variety of materials. Staff encourage them to count seeds, compare quantities and use mathematical language such as 'more' and 'less'. Staff use open-ended questions to build on children's thinking and extend conversations naturally.

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Curriculum and teaching Expected standard

Group activities are purposeful and engaging. Children enthusiastically discuss the weather before taking part in an interactive storytelling activity. They confidently answer questions, act out different parts of the story and share their own experiences. Staff introduce simple Italian vocabulary as children eagerly take turns, sing together and explore new words in a meaningful and enjoyable way. Staff plan activities around children's individual next steps. They adapt experiences to ensure all children can participate successfully. As a result, children remain engaged, enjoy learning and make progress across the curriculum.

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Inclusion Expected standard

Leaders are committed to ensuring that every child is fully included in nursery life. Staff work closely with parents and carers to gather detailed information about their children's individual needs. This helps staff to know children well and provide consistent support. Secure partnership working with parents and external professionals helps to ensure children and families receive the support they need.

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Inclusion Expected standard

Staff generally adapt routines, activities and interactions effectively so children of different ages, abilities and backgrounds can participate comfortably and feel included. Children with special educational needs and/or disabilities (SEND) receive sensitive support from staff, who know them well and respond calmly to their individual needs. Staff support children who speak English as an additional language through modelling, visual cues and encouragement. This helps these children to build confidence and feel included alongside their peers. Leaders demonstrate an understanding of how to use funding for children with SEND to provide additional support, resources and training to meet children's individual needs.

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Inclusion Expected standard

Staff are reflective and responsive in their approach to supporting children's wellbeing and emotional needs. They make thoughtful adaptations to support children who may become overwhelmed or require quieter spaces during the day. For example, children are able to access sensory resources and quieter areas where they can regulate their emotions, relax and spend time calmly when needed. Staff use this flexibility effectively, helping children remain engaged and included throughout the day. Parents speak positively about the support their children receive. They value the welcoming and nurturing environment created by staff. As a result, children are settled, confident and emotionally secure in the nursery.

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Leadership and governance Expected standard

Leaders have a clear understanding of the provision. They promote a positive and inclusive environment. Leaders ensure that staff work consistently well to meet children's needs and support well-organised sessions. Leaders are reflective, understand the strengths of the provision and generally identify areas for development appropriately. They take appropriate action to improve practice.

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Leadership and governance Expected standard

Leaders maintain positive partnerships with parents and carers. Communication is clear and regular. This enables information to be shared about children's needs and supports a consistent approach. Parents report that their children enjoy attending. They describe staff as friendly, approachable and supportive. Parents feel that their children are safe, happy and well cared for.

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Leadership and governance Expected standard

Leaders work closely with staff and provide clear expectations for practice. Staff work well as a team and apply these expectations consistently in their roles, which helps children to feel secure and know what to expect. Leaders ensure that decisions are made in the best interests of children, including those with special educational needs and/or disabilities and those who may face additional barriers. They adapt provision and support to meet children's individual needs.

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Leadership and governance Expected standard

Leaders monitor the provision and make adjustments where needed, which supports consistency across the provision. They also support staff through professional development opportunities that strengthen their practice and have a positive impact on children's experiences. Leaders understand the strengths of the provision and where further improvements can be made, which helps sessions to run smoothly.

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

Children enjoy attending this warm and welcoming nursery, where they feel safe, valued and happy. They separate confidently from their parents and carers and are greeted by caring staff who know them well. Positive relationships help children to settle quickly into the day and confidently follow familiar routines. Leaders promote the importance of regular attendance. They work closely with families to support consistency for children. This helps children to feel secure and ready to learn.

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

Children build trusting relationships with staff, who respond warmly to their individual needs. This helps children to feel emotionally secure and confident throughout the day. Children generally behave well. They show kindness towards one another and are beginning to understand the importance of sharing and taking turns. They confidently seek reassurance when needed before quickly returning to their play.

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

Throughout the day, children make independent choices about what they would like to do. They move happily between activities and enjoy the freedom to explore alongside their friends. Children proudly dress up as superheroes. They eagerly join in with songs and actions and clap for one another after practising for their end-of-year performance. Children enjoy spending time outdoors where they confidently choose from a range of resources and physical play opportunities. During group discussions, children enthusiastically talk about visits to the beach, swimming and the importance of wearing sun hats. They confidently share their own ideas and experiences as they explore how to keep themselves safe. Children demonstrate curiosity, confidence and enjoyment as they play and learn together.

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Address:

Christ Church Primary School Cancell Road London SW9 6HN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Ciao Ciao Pre School CIC

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 15:30

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Next steps

Leaders should continue to strengthen opportunities for children's independence during daily routines, helping them to develop confidence and self-help skills. Leaders should strengthen children's understanding of oral healthcare practices further.

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About this inspection

The inspector spoke with leaders, staff, children and parents and 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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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. 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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