|Ofsted Inspection Rating||Good|
|Inspection Date||12 November 2019|
|Address||Turning Pages Centre, 6 Nesbit Road, LONDON, SE9 6HS|
|Type||Childcare on Non-Domestic Premises, Sessional day care|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
What is it like to attend this early years setting?
The provision is good
Children quickly settle into this welcoming and inclusive pre-school. They form close bonds with staff who support their emotional well-being very well. Children happily snuggle with blankets as they share stories with staff. Children show that they develop a strong sense of belonging. For instance, they regularly discuss important events or people in their lives. Children take part in enjoyable activities that generally support their learning and development well. Occasionally, activities lack challenge. Some children have fewer opportunities to think and solve problems for themselves. Children receive good support to develop independent self-care skills. They learn to recognise the needs of their body, for example drinking when thirsty at the ’hydration station’ or knowing when they should wipe their nose and how to dispose of the tissue. Children respond well to praise and encouragement, such as when they cut fruit or pour drinks at snack time. At times, they are not fully supported to understand the importance of making healthy food choices. Children learn to accept the similarities and differences between themselves and others. They show that they understand that some of their friends may need extra help with their learning, or more time during activities. This was demonstrated as children waited patiently for their friends to have a go during group activities. Children with special educational needs and/or disabilities (SEND) benefit from skilled teaching and very effective partnership working. Some children with SEND make exceptional progress from their starting points.
What does the early years setting do well and what does it need to do better?
nStaff support children’s communication and language development effectively. They implement teaching methods that help children build on their communication skills. For example, staff use items of interest, visual aids and repeat key words during activities. These strategies help less-confident children to speak during group activities.nStaff are very effective key persons and know children well. They work closely with parents and provide advice, reassurance and support. Parents appreciate the commitment of staff and speak highly of their caring approach.nStaff meet the personal care needs of children well. They share information with parents and encourage a shared and consistent approach. This also contributes to successful toilet-training. Staff work effectively to help address local health issues. For example, they arrange regular visits from dental health professionals and implement daily tooth brushing.nChildren behave well. They respond well to instructions and show that they know what is expected of them. Children show concentration and focus as they complete activities of their choice.nStaff help children to learn about other cultures and communities. They use a range of resources and activities to help children learn about those who aredifferent from them, and help them to understand what they may have in common.nThe manager considers the needs of children and feedback from parents when planning improvements. For example, the introduction of a book lending scheme offers parents additional help to engage with children’s learning at home.nThe manager and the special educational needs coordinator (SENCo) work closely with parents and other professionals to seek additional support when children need it. Additional funding is carefully focused on improving outcomes for targeted groups of children.nStaff manage children’s individual dietary needs effectively. They implement strategies that successfully encourage children to try different textures, smells or tastes. Children enjoy healthy and nutritious snacks. Despite this, opportunities to enhance their understanding of healthy food choices are sometimes missed.nStaff complete a wide range of training to enhance their teaching and assessment skills. Children benefit from their increased knowledge and expertise. Staff skilfully address identified gaps in children’s learning and development. At times, activities lack sufficient challenge for children who do not need extra help with their learning.
The arrangements for safeguarding are effective.The manager implements procedures effectively to help keep children safe and secure in the shared building. Staff are clear about the potential risks posed to children, including from exposure to extreme views. They know what action to take if concerned about a child, or the behaviour of a colleague. The manager liaises well with other agencies to help protect children’s welfare and maintains accurate records of children’s arrival and departure. Staff manage risks effectively. They share information about children’s personal care and accidents appropriately. The manager implements safer recruitment guidance and checks the ongoing suitability of staff.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should:nhelp children to better understand the benefits of making healthy food choicesnstrengthen opportunities for children to use their thinking skills and solve problems.