Danson Aunties Pre-School

Inspection of Danson Aunties Pre- School Danson Youth Centre, Brampton Road, Bexleyheath, Kent DA7 4EZ

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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

Children thrive at this welcoming and nurturing pre-school. Staff plan an interesting and varied curriculum that enables children to make good progress in their learning. Staff build strong bonds with children through positive interactions. Children are supported to express themselves and manage their feelings, as staff place a good focus on their well-being. Children show pride when they are chosen to take home 'Ronnie Bear' and excitedly recall what adventures they have had with the bear at home.

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The provision is good

Children learn about a range of interesting topics, such as 'people who help us'. They show imagination in the role-play vet area, where they engage with their peers in pretending to make the animals better. Staff support children to develop early writing skills as they record appointments and begin to write names. Children benefit from regular outdoor play and visits to the soft-play unit. They develop coordination and balance as they navigate equipment. In the mud kitchen, children read recipes to make mud cakes. They learn early mathematical skills as they talk about weights and measure. Staff are skilled at developing children's language, such as introducing the word 'gigantic' as an alternative to 'big'.

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need to do better?

n The manager is committed and leads the team well. She has a clear intent for children's learning and ensures the curriculum provides children with many opportunities to learn new skills. Observations gathered by staff help to identify children's starting points and next steps. This helps children to make good progress in all areas of learning. n Staff enjoy their work and enjoy being part of a supportive team. They have regular opportunities to attend training, and knowledge gained is shared. Staff benefit from regular supervision, enabling them to identity areas for improvement of their own practice. The manager supports staff to develop their qualifications in order to support good outcomes for children. n Children tell the inspector that they like coming to the pre-school and enjoy being with their friends. They work cooperatively together in small groups as they build complex models out of construction materials. However, at times, the

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need to do better?

organisation of larger group activities does not support all children to be fully engaged in their learning. n Staff are committed to supporting children with special educational needs and/or disabilities. They swiftly identify where children may need extra support. They engage promptly with parents to ensure that children are referred to appropriate agencies when required. Staff work with parents to provide targeted support to ensure children receive consistently good levels of care. n Children develop a love for books and stories. Staff make stories fun by using

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need to do better?

6 February 2024 animated voices, and they encourage children to anticipate what is going to happen next. Outdoors, children independently use the reading den and are keen to share their ideas with their friends. Staff have recently introduced a book lending library, where children can choose a book to share at home. This supports parents to develop children's love for stories, and it maintains good connections between home and the setting. n Children behave well, as staff support them to develop positive attitudes. Children learn to share and to consider the impact of their behaviour on others. Children understand the routines and expectations. For example, when a member of staff rings the chimes, children know to stop what they are doing and listen. Children learn to manage their own safety, such as using 'walking feet' indoors so that they do not hurt themselves or others. n Systems to support children who are learning to speak English as an additional

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need to do better?

language have been developed. Staff gain key words in children's home languages and use these alongside children's play. All children are valued and respected and are developing good levels of self-esteem. n Partnerships with parents are strong. Parents are exceptionally happy with the care their children receive and find the staff warm and caring. They have seen their children make good progress in their learning, particularly with their speech and language. Parents value the support they receive from staff, such as for toilet training. They enjoy hearing about themes and topics and feel that their children are well prepared for school.

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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 develop the planning of focused activities further to support all children to be fully engaged in order to maximise their learning.

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Setting details

Unique reference number EY434888 Local authority Bexley Inspection number 10304959 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 27 Name of registered person Creech, Debbie Elaine

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reference number

Telephone number 07906567148 Date of previous inspection 7 February 2018

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Information about this early years setting

Danson Aunties Pre-School registered in 2011. It operates from Danson Youth Centre, in Bexleyheath, in the London Borough of Bexley. The setting opens from 9am to midday, on weekdays, term time only. It is in receipt of funding for two-, three- and four-year-olds. The pre-school employs six members of staff, all of whom hold appropriate early years qualifications from level 3 to level 6.

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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 provider. n The manager and the inspector completed a learning walk together. The manager explained how the curriculum is organised and discussed the intentions for children's learning. n The inspector observed teaching practices, indoors and outdoors, and considered the impact these have on children's learning. n Children spoke to the inspector about what they enjoy doing while they are at the setting. n The inspector held discussions with the management team and staff and gained feedback from parents. n The manager and the inspector carried out a joint observation of a group activity. n The inspector sampled some of the setting's documentation, including staff records and the progress check for two-year-old 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

6 February 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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