Angelface Preschool

Angelface Preschool 5 Oakridge Road, Bromley BR1 5QW

p.1

Inspection date 30 October 2018 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

The provision is good

n Managers observe groups of children and ensure any gaps in their learning close effectively. They develop the play environment to support all children, including children who receive funding and those who speak English as an additional language, enabling them to make good progress. n Partnership with parents is strong. Parents comment that information sharing is good and that key persons keep them informed about their children's next steps. n Staff know children well. They have good relationships with them. Staff regularly observe and assess children so that they are aware of their learning needs. They capture children's interests effectively and extend their opportunities to experiment. For example, young children gather leaves and compare the different colours, forms, shapes and sizes before they paint them. n Children behave well. Staff are good role models and support children to learn how to respect and value the differing needs and feelings of their peers and the staff. For

p.1

The provision is good

example, each child shares their feelings during circle time. Staff extend opportunities to introduce new language as children share their feelings. n Staff help children to have a good understanding of why it is important to have a healthy diet and physical exercise. For instance, children enjoy regular outdoor play. Young children take turns to name different food during group activities. They are able to differentiate between healthy and unhealthy food.

p.1

It is not yet outstanding because:

n The manager has not fully embedded professional development strategies to help staff provide the highest level of challenge for children and support them to reach their highest potential. n Staff do not consistently make the best use of opportunities to help children to develop independence in their self-help skills and learning.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

n strengthen the programme of professional development for staff to help raise the quality of practice even further and to support children to achieve at the very highest level of their abilities n provide more opportunities for children to develop independence, particularly in their self- help skills and learning.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector considered the views of children and parents spoken to on the day of the inspection. n The inspector undertook a joint observation of an adult-led activity with the manager. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector viewed risk assessments and the areas used by children. n The inspector sampled documentation and discussed with the manager how she reflects on her practice.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The staff have up-to-date knowledge of child protection and know the action to take if they are concerned about a child in their care. The manager observes the learning environment and discusses her observations, along with feedback from parents and children, with the staff. For example, after attending training about phonics, the manager and deputy developed the literacy area to provide a more stimulating and wider range of resources and activities to support children's individual learning, and encourage their curiosity. The manager follows safe recruitment processes to help ensure staff's suitability. The robust induction process enables staff to understand the policies and procedures effectively. Overall, the manager supports staff well through supervision, observation and feedback. For example, she encourages staff to self-evaluate at the end of an activity. This enables them to plan learning for children

p.3

Effectiveness of leadership and management is good

and further develop their understanding of the early years foundation stage.

p.3

Quality of teaching, learning and assessment is good

Staff have effective strategies to engage parents in their children's learning in the setting and at home. Children create 'All about me' books when they start and, throughout their time at the setting, add information about themselves, photos of extended family and samples of their work. These are easily accessible in the book corner for parents and children to share together. Older children take home book bags to support learning at home. Staff encourage parents to share information about what children have been doing at home to further support their learning. They provide a variety of opportunities for children to explore, such as using their senses when they make their own play dough. Children investigate the different types of ingredients and the effect they have on the consistency of their dough. Staff encourage children to be inquisitive as they add different natural objects to the dough and interesting aromas, such as cinnamon.

p.3

Personal development, behaviour and welfare are good

Children settle quickly and make friends. Staff care for them in a well-resourced environment, indoors and outdoors. Children are motivated and interested in different activities, and are caring towards one another, especially those who are younger. Children describe the ground rules before they go outdoors. They enjoy regular trips off- site to the library, park and to play in the woods. This contributes to supporting their understanding of how to manage risks and keep themselves safe. All children listen to staff and respond to changes in the daily routine well. They follow instructions and eagerly help with routine tasks, such as tidying up.

p.3

Outcomes for children are good

Children are developing a range of skills that supports them in their future learning, including for their eventual move on to school. They are enthusiastic learners, who enjoy exploring ideas and making things work. For example, children are able to explain that red and white make pink during a painting activity. Young children concentrate for significant periods of time, relative to their ages. They demonstrate great satisfaction when they complete a selection of number puzzles.

p.3

Setting details

Unique reference number EY540304 Local authority Lewisham Inspection number 10079224 Type of provision Full day care

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 0 - 5 Total number of places 20 Number of children on roll 12

p.4

Name of registered person

Angel Face Pre-school & Breakfast After School Club Limited

p.4

reference number

Date of previous inspection Not applicable Telephone number 02086985088

p.4

reference number

Angelface Preschool registered in 2017. It employs five members of childcare staff. Of these, one holds an appropriate early years qualification at level 5 and three staff hold qualifications at level 2 and above. The pre-school opens from Monday to Friday, term time only. Sessions are from 8am until 4pm. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

reference number

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.

p.4

reference number

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5