Bexley Bears Preschool

Bexley Bears Preschool Community Centre, Bexley DA5 3LH

p.1

Inspection date 13 December 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

This provision is good

n Staff know children extremely well and are very responsive to their individual needs. They interact with children in an interested, respectful and enthusiastic manner. n Parents are very complimentary about the care their children receive and the ongoing support they are given. They talk about how caring and friendly staff are. Parents also comment on the very good communication in place and state that they take an active role in their children's learning. n Staff use their good knowledge and experience to plan a range of interesting and stimulating activities. Children confidently choose what they wish to play with and enjoy making decisions about their own learning. n Staff support children who have special educational needs and/or disabilities (SEND) extremely well. Strong partnership working with other professionals helps children to make good progress in relation to their starting points. n The manager shows ongoing commitment to improve and develop the provision. For

p.1

This provision is good

instance, she works closely with her early years adviser to engage in a quality assurance programme. This helps to ensure positive outcomes for children and families. n Children's moves to other settings and school are extremely well supported. This helps to provide continuity in their learning and development. n At times, the organisation of some activities could be further improved to help children to remain focused on their intended learning and to further develop their concentration. n The performance management and monitoring of staff are not sharply focused on raising teaching to the highest level.

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 review the organisation of how staff arrange activities to support children to remain fully focused on their learning n strengthen the existing system for supervising and monitoring staff to raise the quality of teaching to the highest level.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector talked to parents, the manager, children and staff at appropriate times during the inspection. n The inspector observed the staff's interactions with children during activities indoors and outdoors and assessed the quality of teaching. n The inspector checked evidence of the suitability of staff. She looked at a selection of policies and children's assessment records. n The inspector carried out a joint observation with the manager. n The inspector discussed how the manager monitors and evaluates the quality of the provision.

p.2

Effectiveness of leadership and management is good

The dedicated and highly motivated manager has high expectations of what children can achieve. Staff regularly observe and track the progress of individual children. They ensure any gaps in children's learning are swiftly recognised and addressed through planning to meet specific needs. Although the manager oversees the effectiveness of staff, systems for supporting staff to raise the quality of teaching to the highest level are not yet fully established. Staff attend frequent training and this helps to update their knowledge and skills. For instance, staff understand their responsibility to keep children safe. They have a good understanding of the procedures to follow if they have concerns about a child's welfare or development. The manager carries out recruitment checks to help ensure the suitability of those she employs to work with children. Safeguarding is effective.

p.3

Quality of teaching, learning and assessment is good

Staff enthusiastically join in with children's play and support their learning effectively. They teach children new mathematical concepts in a fun way. For instance, staff introduce mathematical language, such as big and small, when children chase and catch bubbles. Children's imagination and creativity are very well supported. This is evident when they enjoy sticking to make festive Christmas wreaths and explore small world sensory trays that contain dinosaurs and sand. Staff place a strong emphasis on promoting children's communication and language skills. They use a variety of ways to encourage children to communicate, such as using picture cards and visual timetables with children who have SEND or English as an additional language. Staff spend a considerable amount of time working with parents who state their involvement in their child's learning is strong.

p.3

Personal development, behaviour and welfare are good

Staff create a very warm and nurturing learning environment that welcomes children and promotes respect and equality. Children settle very well and develop strong attachments with staff and each other. Children's emotional well-being is given high priority and they show good levels of self-esteem and confidence. Children actively enjoy exploring the stimulating activities indoors and outdoors. They demonstrate good physical skills. This is evident when they play on tree swings and balance on stepping stone logs outdoors. This supports children to be active and adopt healthy lifestyles. Staff provide lots of praise and encouragement and children behave well. Staff teach children to respect people who are different from themselves, for instance, they have frequent discussions about children's similarities and differences and recognise different cultural festivals.

p.3

Outcomes for children are good

Children are happy and content. They are active and motivated learners who have a positive attitude towards discovering new things. Children are very independent. This is evident when they find their names to self-register each morning and pour their own drinks and serve their own snack. Children make good progress and are well prepared for their next stage in learning and for school when the time comes.

p.3

Setting details

Unique reference number EY538136 Local authority Bexley Inspection number 10079300 Type of provision Sessional day care

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 30 Number of children on roll 27 Name of registered person Mitchell, Patricia

p.4

reference number

Date of previous inspection Not applicable Telephone number 07804 583939

p.4

reference number

Bexley Bears Preschool registered in 2016. It operates from Hurst Community Centre in Bexley, London. The setting is open from 9.15 am to 12.15 pm from Monday to Friday term-time only. The setting receives funding for free early education for children aged two, three and four years. The pre-school employs eight members of staff, six of whom hold appropriate early years qualifications at level 2 and 3.

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