Outstanding Evaluative EYFS Report from the Local Authority

It was no surprise to me as a Head who has the privilege to lead a school that has exceptional staff who work extremely hard and go the extra mile for every child in their care, to receive the report of a routine local authority audit that wholeheartedly reflects our early years setting. On 11 November 2024 the school was delighted to welcome the Early Years Advisor from the London Borough of Hammersmith and Fulham for a routine Early Years Foundation Stage (EYFS) quality assurance visit.

The visit involved meetings with the early years staff, leadership, observations of teaching, learning, adult interactions with children in Reception, both indoor and outdoor, a review of documentation, planning and of the school’s safeguarding procedures in relation to recruitment, qualifications, staff training and records of appointments. The school had hoped for and anticipated a very thorough, professional and robust audit by the local authority and we were not disappointed.

Parsons Green Prep (PGP) is hugely appreciative of this evaluative process of early years provision in the borough. The report has been published to our Reception parents and is on the school’s website alongside other inspection reports at htts://www.parsonsgreenprep.co.uk/about-us/isi-report/ and is a celebration of the outstanding provision in Reception. I am pleased to share highlights from the report:

Learning and Development Requirements:

• The Head of Early Years is an inspiring and motivating leader.
• He, in partnership with the Reception Teacher and early years teaching team, continuously evaluate the provision and strive for excellence. This is a real strength of practice and has a positive impact on the way children see themselves as learners.
• Staff work extremely hard together to implement a highly stimulating and ambitious curriculum for all children. Children respond positively to staff’s high expectations and are highly motivated to learn.
• Children are extremely creative, inquisitive and apply new skills and vocabulary well.
• Staff closely monitor the progress children make and provide effective and regular interventions to secure progress. They show a comprehensive knowledge of children’s individual learning and development needs. The support for all children, including those with SEND, is highly effective. This inclusive approach helps all children to achieve.
• The school’s value system enhances children’s learning. Through a carefully considered curriculum, children learn about fundamental British values, such as democracy and the rule of law. Children have a mature understanding of their contribution to society by taking part in committees such as the Eco committee, School Council, and the Well-being committee.
• Children learn how to recognise and describe their feelings and are supported to manage their emotions and behaviour
• During both child-led enquiry and focused teaching activity, the quality of learning is consistently high. Staff know when to scaffold children’s enquiries, to support problem solving, and when to step back to allow children to work out and solve problems by themselves.
• Children work extremely well together, taking turns and sharing resources of their own accord. Children’s behaviour is excellent.

Safeguarding Requirements:

• Children’s safety and well-being are ingrained into the ethos of the school.
• Leaders implement robust recruitment and selection procedures to check that staff are suitable to work with children. Staff are vigilant to risks and follow school procedures to maintain a safe and secure environment.
• Prompt action is taken to ensure that staff knowledge is maintained and consolidated. Regular training and staff meetings are prioritised to ensure that all staff know what to do to report a safeguarding concern, reflect upon practice and keep up to date with local safeguarding knowledge.

In Summary:

• The quality of the early years provision at Parsons Green Prep is consistently high.
• Every opportunity is provided for children to achieve their full potential.
• All members of staff demonstrate a clear understanding of how to meet children’s needs and target priorities for children’s learning and development.
• Self-evaluation is robust.
• Children are well prepared for their transition into Year One.

Dr Edmonds

Head