Lavender Pre-School, Tweeddale

A hula hoop rolling down a grassy hill captures the character of Lavender Pre-School, Tweeddale: children testing ideas together, with adults helping the game develop. In June 2024, this simple experiment became a sustained activity as children compared methods and others joined in.

At its June 2024 inspection, Ofsted rated the pre-school Outstanding, judged safeguarding effective and found that adapted teaching and communication supported children with special educational needs and/or disabilities, alongside those learning English as an additional language.

Based at Tweeddale Children's Centre in Carshalton, the pre-school has capacity for 72 children and accepts ages from 24 to 60 months. It operates during term time.

The early years foundation stage sets the requirements for children's learning, development and care: here, the June 2024 examples included learning through play, conversation and stories. The hoop activity gave children a practical problem to investigate, with an adult demonstrating another movement for them to try. Ideas could be tested immediately.

In June 2024, resources could be used in different ways rather than directing children towards a single result. Practitioners watched for signals that help was needed, allowing children time to pursue their own play. Small-group activities were adjusted for each child's stage of development and included work on recognising emotions and interacting with others.

Daily stories also took different forms that June. One child might share a book individually outdoors, while others used a matching game involving familiar characters or joined a discussion group. Books became starting points for conversation as well as listening.

The June 2024 hoop experiment also shows how an activity could grow through children's contributions. They discussed how to send the hoop downhill, tried different movements and retrieved it as the game continued. The grassy slope supplied the physical challenge; the other children supplied ideas and help. An adult's demonstration added another possibility to investigate, rather than ending the activity with an answer. For a parent weighing the learning offer, this is a concrete example of problem-solving through movement and talk.

Small-group work that June had a different purpose. Staff planned the elements of an activity, then changed how they delivered them for individual children. Learning about feelings and social interaction sat alongside other areas of development. The important distinction is between sharing an activity and expecting every child to participate in exactly the same way. The story examples make that distinction tangible: individual reading outdoors and group discussion both gave children access to books.

In June 2024, staff used pictures and signs alongside spoken language, repeated children's words in corrected form and introduced new vocabulary. These gave children several ways to express themselves and take part.

Routines that June were unhurried, leaving time for children to understand what was happening. When emotions became difficult, adults responded patiently and helped children express feelings they could not yet put into words.

The June 2024 account connects that patience with predictable expectations. Adults used a consistent approach to routines, so children understood what to do next. Time to absorb information mattered alongside the instructions themselves. Emotional support followed the same pattern: adults modelled kindness and respect, and children sought their help when words were difficult to find. For families, these examples give substance to the account of care, showing how everyday interactions supported participation. Pictures, signs and spoken vocabulary were complementary tools, while individual responses allowed children to engage at their own developmental stage.

Communication extended beyond the play activities. In June 2024, parents and outside professionals contributed to ongoing discussions about children's needs, while experienced colleagues supported newer staff. For families, that makes the exchange of information about an individual child a useful subject for a visit.

The address is Tweeddale Children's Centre, Tweeddale Road, Carshalton, SM5 1SW. The term-time calendar includes closure during school holidays, so families needing holiday childcare should factor that into their arrangements.

In June 2024, opening hours were Monday to Friday, 9.10am to 3.40pm, and the pre-school received early-education funding for children aged two, three and four.

• Term-time calendar. School-holiday closures make the annual pattern an important fit decision for working families.
• Funded attendance. Early-education funding was part of the June 2024 provision. At a visit, what funded attendance arrangements and associated charges would apply to your child?

Lavender suits families seeking term-time provision for children aged 24 to 60 months. The June 2024 examples give substance to its Outstanding judgement: shared investigations, varied storytelling and patient responses to children's emotions. The school-holiday closure is the clearest practical consideration.