Shelly Tots Preschool at St Pauls Cray CE Primary School

Primary School

Unique reference number (URN): 2856029 Address: St Pauls Cray Primary school, Buttermere Road, Orpington, Kent, BR5 3WD Type: Childcare on non-domestic premises Registered with Ofsted: 07/08/2025 Registers: EYR Registered person: Keepence, Shelly Anette

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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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Children's welfare and wellbeing Strong standard

Leaders establish support for children's emotional wellbeing. Staff speak positively to children about how proud they are of them. This boosts children's self-esteem and confidence. Staff are highly responsive to children's needs and actively listen to them. For example, staff are quick to respond when younger children make gestures or point to something. Staff quickly develop positive relationships, and children seek that attention and comfort. For instance, children call to staff to appreciate something they have done together. Children enjoy supporting their peers through clapping or words of affirmation.

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Children's welfare and wellbeing Strong standard

Leaders support children's health and wellbeing. Leaders work collaboratively with families to ensure children receive nutritious meals at the setting or in their packed lunch. Staff positively role model healthy eating habits by eating healthily with the children and actively trying foods. Staff implement strong routines that enable children to eat well and thrive. Staff ensure hygiene practices are well established. They work with parents and support children to be independent at using the toilet following a step-by-step guide. Staff actively promote independence in the bathroom, respecting children's space and privacy. Children are encouraged to express themselves verbally and/or through gestures when they need support. This helps children practise self-help tasks.

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Inclusion Strong standard

Leaders work closely with parents and external agencies to swiftly identify any concerns about children's development. Working together ensures children receive targeted support and learning opportunities that help them to make beneficial progress in their learning. Leaders are proactive in removing barriers to learning and dedicated to working with families to build continuity for children. For example, leaders create individualised plans by working with families and considering children's needs. This fosters positive relationships with

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Expected standard

families, who speak positively of the reassurance, support and understanding of staff that help children feel safe and valued.

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Expected standard

Staff ensure 'routine boards' are used to support children, ensuring they understand the expectations of the day. For example, staff refer children back to visual aids to build their understanding of what is happening now or coming next. Leaders and staff establish an inclusive environment. For instance, all children have a sense of belonging, and staff role model the importance of supporting each other.

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Expected standard

Leaders ensure additional funding is used effectively and meets the individual needs of children. Funding is carefully allocated to provide wider experiences for children. For example, staff provide targeted support, additional sessions, specific staff training and specialised resources where required.

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Achievement Expected standard

Children make secure progress across the curriculum. Leaders work closely with the on-site school, sharing information and ensuring children are well prepared for their next stage of learning. Children build confidence through positive empowerment, independence and relationships with staff. Children learn to recognise and celebrate what makes them unique and similar. Children understand expectations and boundaries set by staff. For example, children learn turn-taking and how to look after their environment. Children have their own 'learning stations' that they are responsible for, and children take pride in their environment to keep it clean and orderly. Staff positively encourage this with children, who in turn independently sweep the sand from the floor after spillages, for example.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who face barriers to their learning are well supported. Children learn to express themselves in different ways. Staff follow children's lead in play. For example, if children prefer a particular space or activity, staff encourage them to follow their interests.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for children's positive behaviour. Staff swiftly intervene or redirect children if disputes appear. This supports children to understand social skills and have positive relationships with their peers. Leaders and staff generally support children to behave well towards others. Staff ensure children understand their expectations, such as walking when they are inside. However, not all staff manage behaviour consistently to appropriately support children's learning and development. For example, when children show excitement through squealing, staff miss opportunities to support children's understanding of emotions and appropriate behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders place clear importance on attendance and support families to understand the importance of this. This helps build children's regular attendance and supports staff's relationships with children. Children behave well. Children follow clear routines and boundaries and share these with their peers. For example, when playing on climbing equipment, children ensure other children are keeping safe. They announce and count how many children are on the equipment and how many are allowed at any one time. This ensures children build an awareness of safety, but also respect boundaries and build social relationships. In turn, children get along with others and ensure their peers are kept safe.

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Curriculum and teaching Expected standard

Leaders know and understand the quality of teaching and constantly find ways to develop improvements. They continually develop a variety of different learning opportunities for children. Staff plan a wide range of activities to support children's learning across all areas of development, both inside and outside. Children with special educational needs and/or disabilities (SEND) are well supported. Children who speak English as an additional language are supported through repetition and the use of familiar words to build their understanding and language development.

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Curriculum and teaching Expected standard

Staff understand how to make assessments of children's learning. However, not all staff consistently support children to extend their knowledge through play. They do not adjust interactions to support children's individual needs and extend their learning. Although staff know what they want children to learn as they play with play dough, for example, they do not consistently support them through high-quality interactions.

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Curriculum and teaching Expected standard

Children develop a love of stories. Staff give children opportunities to vote for a story and encourage them to relax after their meal while they engage in story time. In addition, staff encourage children to look at books independently. They encourage children to find fun facts about insects, for example. This supports children's understanding of the world around them and builds on their knowledge and vocabulary.

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Leadership and governance Expected standard

Leaders have a strong vision and clear oversight of the setting. They continually take action to make improvements and enhance learning experiences and opportunities for children. Leaders pride themselves on wanting to create a community where all can benefit from working together. For example, leaders are knowledgeable of the local community and regularly signpost families to support where needed. This supports all children, particularly children with special educational needs and/or disabilities or those who face barriers to learning and/or wellbeing. Parents speak highly of working together and their experiences. For example, leaders arrange special visits, such as to the theatre, or celebrations such as graduation where they welcome family participation.

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Leadership and governance Expected standard

Leaders support the wellbeing of staff. Staff praise and value all support from leaders they receive. Leaders ensure staff are active in their professional development. For instance, leaders support staff by highlighting training opportunities during supervisions. Staff share regular check-ins with leaders to help promote their wellbeing.

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Leadership and governance Expected standard

Leaders work together with a range of external agencies. Leaders support staff to implement guidance and strategies to support all children. Leaders communicate well with external agencies, families and local schools. This ensures clear information and consistent approaches are met. For example, leaders create behavioural strategy meetings with families and others involved to build consistency.

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

Children build strong, positive relationships, allowing children to feel safe and secure. Staff ensure they are responsive to children, and wellbeing and welfare are a high priority. Staff know the children well and create a warm, welcoming environment. This helps children to develop a sense of belonging and builds confidence. Children are keen to explore the environment and seek comfort from staff where needed. Staff promote independence and effective hygiene practices. They encourage children to go to a 'snuffle station' where they independently wipe their noses using mirrors, tissues and sanitiser.

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

Children are motivated learners. They enjoy accessing a wide range of activities that support their creativity. Staff positively engage in play, for instance, dressing up in pirate outfits as they explore the theme through play together. This brings fun and enthusiasm to play, which encourages children to become highly engaged in their learning. This means children have a positive attitude to learning and are keen to join in with a wide range of activities. Older children express their creativity by creating their own pirate telescopes. Younger children explore sensory play with a range of different textures and pirate figurines.

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

Children with special educational needs and/or disabilities and other barriers to learning are well supported. For instance, children in receipt of additional funding are supported by increased numbers of support staff where appropriate. This means all children can access the curriculum and experiences and make effective progress. Secure partnerships with families and professionals mean early intervention, identification and tailored approaches support all children. Staff understand the importance of supporting children's communication and language development. They encourage children to express themselves and form secure relationships with them to support their emotional wellbeing. Staff encourage children to express themselves using words or gestures in times of need, supported by a familiar adult, for instance.

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Next steps

Leaders should ensure the quality of teaching and interactions are consistently effective throughout the setting.

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Address:

St Pauls Cray Primary school Buttermere Road Orpington Kent BR5 3WD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Keepence, Shelly Anette

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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

Leaders should continue to strengthen behaviour management strategies to provide a consistent approach to children's learning and development.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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