Lakeswood Pre-School

Inspection of Lakeswood Pre-School Lakeswood Road, Petts Wood, ORPINGTON, Kent BR5 1BJ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Lakeswood Pre-School has a highly committed provider and staff team. They share the determination to ensure that all children, including those from disadvantaged backgrounds, are happy and successful learners. Staff provide children with a safe and child-friendly environment. They are vigilant in their supervision of children. This gives children the confidence to explore the learning environments freely. For instance, children delight in playing with 'snow', water and play dough. Staff create an inviting role-play area to promote children's creativity and imagination well. Children have lots of fun as they dress up as pirates and princesses. They are motivated to play.

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The provision is good

Staff build strong relationships with the children, which supports children's emotional well-being effectively. Staff greet children and their parents with genuine warmth and affection. This helps children to settle quickly. Staff give children enough notice, so they know when there is going to be a change in the routine. Children listen and follow staff's instructions well. This shows children's good behaviour. Staff have high expectations for children's learning. They expect children to take responsibility for their personal needs. This teaches children to become independent learners, which puts them in very good stead for moving on to school.

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need to do better?

n The provider is an experienced practitioner and her passion for working with children shines through in all she does. She evaluates her own and her staff's practice rigorously to maintain their high-quality provision. Recent developments include additional opportunities for children to explore books and toys to teach them about the safe use of technology. The provider recognises that staff need to make more use of the observations and assessments so children benefit fully during outdoor play. n Staff report that they receive regular coaching to keep their knowledge of child development strong. Following training, they have become even more aware of how to better support children's communication skills. This has had a positive impact, particularly on children with speech delay. n The provider has put in place safeguarding procedures to help keep children safe. For instance, she carries out regular checks on staff to ensure their

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need to do better?

suitability. The provider also ensures that staff are alert to signs that might indicate a child is at risk of harm. There are clear procedures for escalating concerns, including in the event of an allegation. n Staff follow good routines for changing nappies to support children's care and health needs. In addition, staff implement effective hygiene practices, such as regular handwashing, to minimise the spread of germs and infectious illnesses. n Staff plan a curriculum that is purposeful and inclusive. The curriculum for

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need to do better?

25 January 2024 literacy is particularly well developed. Staff enable children to show what they have learned in relation to phonics. For example, during an activity, they ask children to link letter sounds with familiar objects. Children respond positively to this and show high levels of curiosity. They receive lots of praise from staff for their great efforts, which helps to boost their self-esteem. n Staff are very good at teaching children about the effects of foods and how these help their bodies to grow. For example, at snack time they talk to children about a range of healthy foods and where they come from. Children gain a strong understanding of healthy lifestyles. n Staff work tirelessly with parents to ensure that children make rapid progress from their starting points. Following the COVID-19 pandemic, they note that some children need extra support with their communication skills. Staff make

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need to do better?

timely referrals and offer parents guidance to promote a consistent approach for the children. Parents report that they are extremely happy with the care and education that their children receive. They are highly complimentary about the progress their children make, especially in relation to their behaviour and language development. Parents describe staff how staff are 'welcoming' and 'nurturing', which has a positive impact on their children's well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n continue to gain knowledge of how staff can make more use of the observations and assessments to inform the outdoor curriculum.

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Setting details

Unique reference number EY381777 Local authority Bromley Inspection number 10316927 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 30 Number of children on roll 20 Name of registered person Sheeran, Karen Ann

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reference number

Telephone number 07772026064 Date of previous inspection 14 May 2018

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Information about this early years setting

Lakeswood Pre-School registered in 2008 and is located in the London Borough of Bromley. It is open each weekday, from 8.45am to 2.45pm, during term time only. There are three staff members. The provider holds a childcare qualification at level 4, and the other two staff members have completed early years qualifications at level 3. The pre-school is in receipt of funding for the provision of free early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the pre-school. n Parents spoke with the inspector to share their views on the quality of the provision, which was taken into account. n The provider showed the inspector around the pre-school and explained how they implement their early years curriculum. She also talked to the inspector about different aspects of leadership and management matters. n The inspector carried out a joint observation with the provider and observed interactions between staff and children. They evaluated the impact of the activity on children's education and well-being. n The inspector talked with staff about the progress of their key children and their understanding of safeguarding matters. She checked the relevant

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Inspection activities

documentation, such as evidence of staff's suitability and training records. n The inspector observed children's play, inside and outside. She interacted with the children at appropriate times during the inspection.

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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

25 January 2024 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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