La Petite Ecole Bilingue Cambridge Gardens

About La Petite Ecole Bilingue Cambridge Gardens Browse Features

La Petite Ecole Bilingue Cambridge Gardens


Name La Petite Ecole Bilingue Cambridge Gardens
Ofsted Inspection Rating Good
Address 80, Cambridge Gardens, London, W10 6HS
Type Childcare on Non-Domestic Premises
Gender Mixed
Local Authority KensingtonandChelsea
Catchment Area Indicator Available No
Last Distance Offered Available No
Highlights from Latest Full Inspection (13 October 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Summary of key findings for parents

This provision is good Leaders have high expectations of what children can achieve. They regularly review the provision to ensure that the good standard of teaching is consistently improving. Plans are well targeted and have a positive impact on children’s learning. For example, staff have introduced quiet, cosy spaces to support children’s communication skills. Staff speak English and French fluently and deliver bilingual education in all curriculum areas. They support children’s language skills well. For instance, they use visual aids, such as picture cards, to help children understand and learn new words. Children learn to communicate confidently and effectively using both languages. Children enjoy being active and developing their physical strength and abilities. For example, they carry and construct with large building blocks in the nursery garden. This area of learning is enhanced by regular visits to a local woodland, where children enjoy a wide range of outdoor activities and physically challenging play. Children, including those who speak English as an additional language, make good progress from their starting points. They become independent in managing personal skills, such as putting on outdoor clothing and serving their food at lunchtime. It is not yet outstanding because: Staff plan and lead a range of activities to promote children’s early writing skills. However, there are few opportunities for children to explore making marks independently and to include writing in their self-initiated play. At times, some daily routines and large-group activities do not fully engage all of the children and they do not benefit as much as possible from these experiences.