St Peters Preschool

St Peters Preschool

Unique reference number (URN): EY290731 Address: 62 Crescent Road, Woolwich, London, SE18 7BN Type: Childcare on non-domestic premises Registered with Ofsted: 04/10/2004 Registers: EYR, CCR, VCR Registered person: St Peters Pre-School Woolwich Committee

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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 generally make steady progress from their starting points. Children typically develop new skills, such as independence in managing their personal needs. For example, they access drinking water freely, feed themselves using a range of cutlery and tidy toys after playing with them. This ensures that children are suitably ready for the next stages of their lives, including the transition to school. Children show confidence in their language skills. They express themselves to staff and their peers in play and during daily tasks. Children speak about their personal feelings and experiences from home. During home role play, children identify their favourite meals and discuss how their meals are cooked at home. As a result, they learn from each other and extend their vocabulary.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who may face barriers to their learning are supported in minimising gaps in learning. For example, small-group activities support children to form positive relationships with others, developing their social skills. Children explore their physical abilities through mark-making using a range of tools. For example, they use crayons to form the shapes of letters. Children show impressive control and manipulation, developing early mark-making skills.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote the importance of treating others with kindness and care. Staff are positive role models and use manners when communicating with children and other staff. Children replicate these pleasant behaviours. For example, they say 'please' and 'thank you' when staff deliver snacks. Children generally play well together and seek each other out to engage in activities. For example, children discuss among themselves what activity they should go to next. Staff praise the children positively, which supports children in feeling valued.

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Behaviour, attitudes and establishing routines Expected standard

Staff give timely warnings for transitions, such as tidy up time. However, they do not ensure all children engage in the routine. For example, some children tidy the toys away, while some still play. This inconsistency creates a varied understanding of expectations and what is happening next. Children generally behave well, and staff appropriately deal with unwanted behaviours effectively, ensuring children develop an understanding of boundaries. Leaders promote the importance of attendance to parents and work closely to reduce any barriers. This ensures they settle quickly and benefit from all aspects of the opportunities and experiences the setting offers. Children who are new to the setting benefit from individualised procedures, and detailed information is shared between parents and the setting. This ensures children feel settled and secure and develop positive relationships with staff and other children.

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Children's welfare and wellbeing Expected standard

Leaders and staff prioritise healthy lifestyles, where children foster healthy habits through practising hygiene routines. For example, children brush their teeth after mealtimes. Staff sing a toothbrushing song, which children show familiarity with. Children wash their hands routinely before mealtimes, locating the soap. Staff support this effectively. Children explore their physical ability regularly. However, they are not always taught the impact exercise has on their bodies. Therefore, the connections between physical movement and healthy lifestyles are not always understood. Children are given opportunities to choose from a range of healthy snacks. They discuss healthy and unhealthy foods during mealtimes and activities.

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Children's welfare and wellbeing Expected standard

Leaders ensure there are established policies and procedures in place and that they are always available to staff and parents. These are reviewed regularly and updated when there are changes in requirements, such as safer eating. Staff ensure they are sitting with children during mealtimes and eat alongside the children. This encourages a positive attitude towards eating and trying new foods. Staff prioritise safety for all children. Risk assessments are effectively completed to ensure both inside and outside areas are safe for children to explore.

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Children's welfare and wellbeing Expected standard

Overall, all children, including those with special educational needs and/or disabilities or who may face barriers to their learning, build secure bonds with staff. Staff know the children well and show this through meaningful interactions and an awareness of interests and needs. As a result, children are confident in their surroundings and have a positive attitude to learning.

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Curriculum and teaching Expected standard

Leaders create a curriculum intended to fit the needs of all children, including those with special educational needs and/or disabilities, adapting learning to ensure suitability for all ages and stages. Leaders have an ambition for children to be confident and independent learners, ready for the next stages of their lives. Staff typically deliver the curriculum well and use purposeful interactions to support children's learning. For example, staff lead a play dough making activity, asking meaningful questions to recall the steps and to use their senses to identify the ingredients. Staff encourage children to take turns to add ingredients and mix. As a result, they explore communication, social and physical skills.

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Curriculum and teaching Expected standard

Mathematics is generally explicitly taught. Staff use language to emphasise understanding in play. For example, staff support children to count as they collect plastic balls using spoons from the water tray. As a result, children develop simple mathematical concepts. Staff encourage physical play through outdoor learning in the local neighbouring school playground. They explore their throwing, kicking and running skills using various equipment and apparatus, with effective role modelling from staff. Staff use structured times of the day to ensure children engage in song or story time. Leaders have implemented a weekly library system. Children explore a range of books and take them home to share with families. Within the setting, children independently select books, and staff read these enthusiastically. As a result, children develop a love of books.

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Inclusion Expected standard

Leaders have high expectations for all children, including those with special educational needs and/or disabilities or who may face barriers to their learning. Leaders and staff create and typically implement strategies to support children who are identified to need additional support. For example, they create individualised plans to ensure next steps are simplified and achievable. As a result, children make progress from their starting points. Leaders have implemented the use of picture cards for children to understand routines. However, this is not fully embedded into practice and not used consistently by staff. This means that some children do not yet benefit fully from the visual support available to help them understand routines, develop independence and reduce anxiety during transitions. Staff regularly complete intensive interaction sessions with children who have a focus on communication development. They use repetition games and intently follow the child's direction, with an

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Inclusion Expected standard

emphasis on labelling toys they show an interest in. As a result, they generally develop their language skills.

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Inclusion Expected standard

Children who speak English as an additional language are well supported. Staff know and learn children's home languages to ensure they can express their basic needs and wants. Parents are encouraged to provide word sheets detailing their home language for further support. As a result, children make steady progress in their communication. Leaders communicate well with external partners and parents. For example, leaders implement advice and strategies from speech and language therapists. Parents are informed of progress and next steps through regular meetings, held by the leader and key person. This means that children receive continuity in learning.

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Leadership and governance Expected standard

Leaders focus on ensuring every child receives good-quality learning and care. They generally identify strengths and areas for improvement within the setting, making decisions in the best interests of children. For example, they offer training opportunities to staff based on the needs of children attending the nursery. Staff are required to complete mandatory training before they begin employment. They typically have opportunities to complete additional training best suited to their role and responsibilities. Leaders complete regular supervision meetings with staff to monitor their progress, workload and wellbeing. They listen to staff opinions and devise plans to bring about improvements. Staff comment that they feel supported by management and are happy in their role. This is shown in the longevity of staffing within the setting.

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Leadership and governance Expected standard

Leaders create a positive partnership with parents and carers and know their families well. They ensure parents are up to date with changes in the setting, their children's development and upcoming events. They communicate with parents using various platforms, ensuring they receive the information in a timely manner. Regular parent meetings are held to discuss development and how children can be supported at home. This means there is a continuity of learning for children. Parents commend the events planned by the setting. They take part in yearly outings, graduation ceremonies and cultural celebrations. Parents comment that this has allowed them to build a 'community'. Leaders work closely and effectively with the local authority, implementing and taking advice when necessary.

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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 enter this welcoming and friendly setting enthusiastically greeted by familiar staff. Parents describe the setting as a home-from-home experience and are reassured that their children feel comfortable. Children transition with ease from their parents and eagerly engage in free-flow activities with their peers, including those who have recently settled into the setting. Children develop decision-making skills by choosing from a range of well- planned activities based on their interests, such as hairdressing role play and building with blocks. Staff support children in their free play through meaningful interactions. Children discuss with staff what they are painting and who it is for. Staff respond positively and, as a result, they build on children's self-awareness and language skills.

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

Children play well together and purposefully engage their peers in activities. Children generally show an ability to share and take turns. Staff remind children of these expectations and offer strategies to support, such as sand timers. Children respond well to this and skilfully manage their emotions. Children show appreciation to their peers and staff confidently. For example, they offer comfort such as hugs when sharing effectively. As a result, children build positive relationships in their environment.

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

Children with special educational needs and/or disabilities and those who may face barriers to their learning are supported well. Staff are knowledgeable of all children and identify strategies that work for children individually. At times, they offer individual care or small- group sessions focusing on communication.

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

Children benefit from the positive partnerships built between parents and the setting. Parents have opportunities to join their children in the setting for celebrations and events, such as graduation ceremonies and yearly trips. Parents are kept up to date with the development of their child through frequent parent meetings. Staff ensure parents are aware of what children are working on within the setting and how this can be supported at home. This creates continuity of learning for all children.

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Next steps

Leaders should continue to embed routines consistently so that children experience the same clear expectations and develop a secure understanding of what is happening next. Leaders should strengthen opportunities for children to develop healthy habits through meaningful interactions during physical play.

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About this inspection

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

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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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Address:

62 Crescent Road Woolwich London SE18 7BN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St Peters Pre-School Woolwich Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:15 - 12:15,Monday,Tuesday,Wednesday,Thursday,Friday : 12:15 - 15:15

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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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