Dawn To Dusk Day Nursery

Dawn To Dusk Day Nursery Swanley School, St. Marys Road, Swanley, Kent, BR8 7TE

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Inspection date

Previous inspection date 6 November 2015 22 June 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The management team has reflected well on its practice and has made good progress towards actions and recommendations set in the previous inspection. Leaders, managers and staff are passionate about the way they plan and implement improvement action as a team.  All staff have regular meetings with the manager to review their progress and to plan their professional development. Qualified staff share their skills with others to continually raise the quality of teaching.  Staff have a good knowledge of how children learn. They provide stimulating activities and experiences to motivate children's curiosity to explore. Children make good progress.  Staff prepare children well for change, for instance, when they move between rooms or to school. This has a positive impact on children's emotional well-being.  Staff promote children's self-care skills. Children learn to get their boots and coats on independently as they prepare to play outside. They develop a healthy lifestyle as they

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This provision is good

play in fresh air. They build confidence in trying new experiences, such as exploring little puddles outside.

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It is not yet outstanding because:

 Children do not always benefit from continuous, uninterrupted learning experiences.  Children do not always have enough opportunity to learn about the wider community, or develop positive images of disabled people.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 ensure children's learning is uninterrupted  strengthen opportunities for children to learn about the wider community, including developing positive images of disabled people.

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Inspection activities

 The inspector observed children and their interactions with staff.  The inspector took account of the views of staff, children and parents.  The inspector held meetings with the provider and managers.  The inspector conducted joint observations with the room leaders.  The inspector viewed a sample of documents, including children's learning records.

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Effectiveness of the leadership and management is good

Self-evaluation includes the views of parents, children and professionals. For instance, the improvement advisor has helped managers plan positive changes to raise the quality of provision. They meet with managers from other settings to share good practice. Partnerships with local schools are strong and staff share assessment reports with parents and school staff. Safeguarding is effective. All staff have had online training to keep up to date with the changes to the safeguarding guidelines; they know the procedures to follow to report concerns and protect children's well-being. Managers monitor children's progress effectively to reduce gaps in children's learning. For example, they have strengthened the learning programme for children's mathematical development after careful observation of children's progress in this area.

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Quality of teaching, learning and assessment is good

Teaching is good and children enjoy their time at the setting. For example, children in the baby room made music by tapping on pots and pans with spoons and ladles. Staff shared picture books with them and introduced the names of everyday objects. A group of children in the '2s' room' played alongside each other, sharing a common theme. They developed their imaginations and pretended to care for babies, preparing food and gently rocking them off to sleep. Staff develop children's play. They model language, describe what children do and support children to enjoy and develop their play. For example, older children thoroughly enjoyed playing doctors as they took up roles as a receptionist, doctors and patients, interacted and made up conversations. Children develop a good understanding of technology. For instance, as they explored the use of the calculator, staff challenged their learning by asking which two numbers they would use to make 10.

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Personal development, behaviour and welfare are good

Staff work in close partnership with parents. They continually share updates with parents on children's care needs. They encourage parents to send in a small photo book of children and their families, and they use these to initiate conversations with children. Staff provide healthy meals and closely follow parental instructions to meet the dietary needs of individual children. Older and younger children develop positive relationships with each other. For example, children who attend the breakfast club make masks to share with younger children.

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Outcomes for children are good

All children make good progress from their starting points and develop firm foundations for future learning. This helps prepare them for the next stage in their learning and for school.

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Setting details

Unique reference number EY332938 Local authority Kent Inspection number 1021103 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 77 Number of children on roll 50 Name of provider Dawn To Dusk Nursery Swanley Ltd Date of previous inspection 22 June 2015 Telephone number 01322 660330

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Setting details

Dawn to Dusk Day Nursery registered in 1997. It is located in Swanley, Kent. The nursery opens five days a week for 50 weeks of the year. Nursery sessions are from 7am until 7pm. The provision also offers an out of school club ('Duskies'), which operates before and after school hours for primary school-aged children. The breakfast club opens from 7am to 9am and the after school club opens from 3.20pm to 7pm. The provision also offers flexible care within these hours. There are 14 members of staff. The area manager has Early Years Professional Status. Six staff hold qualifications at level 2 and above.

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Setting details

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Setting details

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Setting details

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Setting details

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