Junior Adventures Group @ Lakeview

Inspection of Dawn Until Dusk Pre- School Lakeview School Lane, Wixams, Bedford MK42 6BH

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are excited to arrive at this friendly nursery and separate from carers with ease. They are eager to participate in the many exciting learning opportunities, which managers and staff skilfully plan. Staff support children to start their day with a positive attitude to their learning. They use group time to enthusiastically explain the activities available and how it is important for all children to enjoy themselves.

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The provision is good

Children display extremely high levels of confidence in the nursery. Staff support this by consistently praising children's achievements and creating an environment where children's perseverance is valued. For example, when children become frustrated during activities, staff are on hand to cheer them on. They remind children of all their past accomplishments and how hard they tried to succeed.

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The provision is good

Children of all ages form exceptionally close bonds with managers and staff. They run into their arms when they arrive and cuddle up to staff for stories. Children with special educational needs and/or disabilities (SEND) have particularly close relationships with their key staff. They display affection and demonstrate they feel secure in their nurturing care.

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need to do better?

n Managers are very knowledgeable about how children learn. They construct an exciting, well-sequenced curriculum based around children's interests. Activities are regularly revisited to assess their impact on children's learning. n Managers and staff place a sharp focus on children's communication skills. They use every opportunity to introduce unusual vocabulary and descriptive language. For example, children are enthralled by a volcano-making activity, where staff discuss and model words, such as 'eruption' and 'transparent'. n Staff work hard to establish close relationships with families from the start. Parents and carers provide information about children and their experiences at home. This allows staff to provide learning opportunities children may otherwise not receive. n Staff are highly skilled at developing children's understanding of what makes them unique. They make exceptional use of carefully sequenced group activities

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need to do better?

to support children's knowledge of diversity. Children are encouraged to use these opportunities to celebrate their own families and cultures. They talk fondly about the individual qualities and needs of their friends at nursery. n Staff have high expectations for children's learning and development in the nursery. They celebrate what children can achieve and encourage them in developing their skills further. For example, staff support children using tweezers to pick up smaller petals and leaves, once they are secure in grasping larger

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need to do better?

4 October 2021 objects. n Children with SEND are particularly well supported in this nursery. Managers demonstrate high levels of integrity in distributing additional funding and they provide high-quality one-to-one support. These staff demonstrate deep knowledge of the children in their care. This enables all children equal access to learning opportunities. n Children have a strong understanding of healthy lifestyles. They are growing various vegetables in their garden and use them to 'cook' with in their outdoor kitchen. Staff support children in understanding hygiene routines. For example, they talk about the importance of drinking water and milk in a teeth-brushing activity. n Managers work very hard in developing strong communication methods to suit the needs of all families. They hold open afternoons where parents can observe their children at play. They also use this as an opportunity to talk about

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need to do better?

children's development and how parents can support this at home. Social media is used effectively and professionally to engage with parents regarding day-to- day activities. n Managers and staff talk about how well supported they feel. Directors and area managers provide numerous opportunities for additional training and development. However, staff knowledge of children's abilities is not yet of a high enough level to consistently build on their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff understand their responsibilities to keep children safe in the nursery. They know the signs and symptoms that could mean a child is at risk of harm, and they know how to report concerns to the appropriate authority. Directors and area managers have a robust recruitment and induction process in place. This supports staff's knowledge of safeguarding and first-aid procedures from the start. Staff complete regular risk assessments of the environment and supervise all activities well.

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should:

n adapt and enhance current supervision methods in order to coach staff practice more effectively, and raise the quality of teaching further.

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Setting details

Unique reference number 2496944 Local authority Bedford Inspection number 10191202 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 95 Number of children on roll 57 Name of registered person Dawn Until Dusk Ltd

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reference number

Telephone number 01234 819854 Date of previous inspection Not applicable

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Information about this early years setting

Dawn Until Dusk Pre-School Lakeview registered in 2018. The setting opens from 9am until 3pm Monday to Friday. The provider operates wrap around care from 7.30am until 9am and from 3pm until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector spoke to children, staff and managers at appropriate times during the inspection. n The inspector reviewed feedback letters and spoke to several parents to take account of their views. n The inspector checked documents relating to staff suitability and first-aid qualifications. n The inspector and manager completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with staff about the monitoring of learning and development in the setting and tracked the progress of several children.

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Inspection activities

We carried out this inspection 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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Inspection activities

4 October 2021 regulates and inspects to 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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