Little Pips Pre-School @ Camden Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children confidently arrive at the pre-school. They are warmly greeted by staff, who they have formed good attachments with. Children immediately settle down to play alongside their friends in the inclusive, diverse and welcoming nursery.

Children learn how to accept and understand the needs of others in meaningful and playful ways. Staff recognise that, due to the COVID-19 pandemic, children have had fewer opportunities to socialise. Children learn to express their thoughts and feelings.

If they are overwhelmed or unsure, they know that they can turn to staff for help. Children are safe and secure as they make strong ...friendships with one another.Children learn skills they need to support their future learning.

All children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, are interested and motivated to learn. They demonstrate good concentration skills, such as when they solve jigsaw puzzles or build with construction toys. Children are confident to speak with visitors in the pre-school.

They demonstrate politeness when they say 'please' and 'thank you' to one another. This supports children's growing self-confidence. Children develop good self-awareness when they learn about families and communities beyond their own experience.

What does the early years setting do well and what does it need to do better?

Leaders are ambitious and dedicated to all children and their families. They ensure that every child has the resources they need to make the best progress they can. They evaluate the environment effectively so that improvements can be identified and put in place.

Staff receive support and training to develop their skills and knowledge.The curriculum is planned to help children make progress. Interventions are implemented quickly, such as for children with SEND.

However, staff do not consistently sequence children's learning in a meaningful way. Learning is not successfully differentiated to take account of what individual children already know and can do and what they need to learn next.Children enjoy playing with a wide range of toys and activities.

However, during adult-led activities, staff do not consistently recognise when they can further extend children's learning. For instance, children are not given a chance to think of ideas for themselves or engage in problem-solving.Children develop their communication and language skills well.

Staff use a variety of strategies to support all children acquire the skills they need. For instance, they carry visual cue cards to support children's understanding of words. Children who speak English as an additional language make rapid progress in speaking.

Staff work with their parents to carry out an overall assessment of their skills in each language they speak.Children learn to keep themselves healthy. Staff bring key messages to life with puppets and props.

Children delight in hearing about their teeth from a puppet called 'Daphne the dentist'. They recall words such as 'cavities' and 'X-ray' and remember that they have 20 teeth. Children are encouraged to eat healthy foods and to maintain good hygiene routines, such as handwashing.

Children enjoy activities to support their physical development. They enjoy the fresh air when they chase bubbles outside. Children pedal trikes and demonstrate very good control on balance bikes.

Staff introduce new ways to develop strength and hand-to-eye coordination. For example, children pick up beans and rice with their fingers to make beanbags, which they later balance on their heads. Children enjoy practising yoga moves at the start of the day.

Children delight in reading books and listening to staff read. Children gather in the cosy book corner and snuggle up in blankets as they become absorbed in stories. Staff ask children questions to develop their understanding and imaginations.

Children relate what they hear to their own lives and experiences.Children learn about the world they live in. They share festivals and stories from their diverse cultures.

Children develop positive self-esteem and an understanding of themselves in their communities. For instance, children draw self-portraits and share photos of themselves with their friends.Parents feel supported and welcome.

They share information with staff every day. They know what their children are learning and how they can support their children at home. They appreciate the advice staff offer, such as around potty training.

Parents notice how their children make progress.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff keep children safe.

There are robust recruitment procedures in place to ensure the suitability of all staff working with the children. Staff recognise the signs and symptoms of abuse and neglect. They know how to refer any concerns they might have about children's welfare or safety.

This includes whistle-blowing procedures about any members of staff. Staff attend regular training to update their knowledge of safeguarding. There is a written safeguarding policy in place, which is in line with local guidance.

When required, staff know how to share information with parents and other professionals in a timely manner. Staff know about some other safeguarding issues, such as how to prevent children from being exposed to extreme views.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: deepen staff understanding of what children already know and can do to plan a curriculum which is more precisely sequenced to support children's next steps in learning support staff to enhance the organisation of activities to provide all children with rich learning experiences.