Hayeswick West Wickham

Inspection of Hayeswick West Wickham 33 Addington Road, WEST WICKHAM, Kent BR4 9BW

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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

Leaders and staff provide an ambitious curriculum to promote all areas of learning. They want children to become as independent as possible. Therefore, the provision is organised to enable children to make choices and lead their own play. Staff support children to progressively build on their self-care skills. As a result, children become adept at tasks, such as washing their hands and eating with cutlery. This helps children to feel confident in themselves and prepares them for starting school. Staff teach children to keep themselves healthy and safe. They provide nutritious meals and daily outdoor play in the large garden. As children create an obstacle course using tyres and planks, staff ask questions, such as 'Is it safe to walk on?' This helps children to begin to recognise and manage risks.

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The provision is good

Staff have high expectations for children's behaviour. They consistently remind them of the 'golden rules', such as using 'listening ears' and 'gentle hands'. This supports children to understand what is expected of them. Staff give a high priority to children's emotional security. They are caring and supportive, which helps children to develop affectionate bonds. Staff use thoughtful approaches, to foster children's sense of belonging. For example, they create personalised books and displays, with photos of children's families and words in their home languages. Children show that they feel happy and secure in the setting. They interact confidently with others and focus intently during their play.

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need to do better?

n Leaders are passionate about giving all children a positive start to their education. They understand that effective communication skills are key to children's good progress. Therefore, speaking and listening are promoted throughout the setting. Staff introduce children to a broad range of words as they sing, converse and look at books together. Leaders ensure that children who need extra support are identified swiftly, to help minimise any gaps in their development. This helps all children to be ready for their next stage of learning. n Children thrive in a welcoming and inclusive environment. Staff value the diversity of cultures and languages within the setting. They provide fun ways for children to explore their similarities and differences. For instance, children learn how to care for different types of hair as they play in a pretend hairdressing salon. n Staff use children's interests to plan the learning experiences. This draws

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need to do better?

children to the activities and ignites their love of learning. For example, staff know that children are excited about Christmas. They provide a present- wrapping activity, to help children to develop their smaller muscle movements. Children are eager to take part and motivated to keep trying. They fold paper around boxes and cut sticky tape with scissors, strengthening their hands and

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need to do better?

4 December 2024 fingers in readiness for learning to write. n Children behave well. They develop good social skills, which enable them to form strong friendships. Staff support children to resolve minor disputes and give cuddles if they are upset. They include discussions about emotions during group activities. However, staff do not consistently help children to acknowledge and name how they are feeling, to help them to better understand and regulate their emotions. n Leaders and staff work hard to develop strong partnerships with parents and carers, ensuring a two-way exchange of information about children's care and learning. Parents comment on the nurturing and attentive care that staff provide for children. They value the opportunities to be involved in their children's education. For instance, parents attend termly stay-and-play sessions, which provide ideas to help them continue children's learning at home.

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need to do better?

n Staff describe the setting as 'one big family'. They feel well supported by leaders, with their professional development and in their personal lives. Staff say that they update mandatory training regularly, which helps them to keep children safe and well. They appreciate the opportunities to improve their childcare qualifications and build on their teaching skills. n Staff complete daily checks to identify and remove risks within the environment. Leaders are reflective and make changes where needed, to ensure that risk assessments are robust and contribute to keeping children safe. They work alongside others to investigate and identify areas where further improvements can be made. Leaders keep robust records to reflect this.

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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 support staff to be more consistent with helping children to acknowledge and regulate their own feelings and emotions.

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Setting details

Unique reference number EY307565 Local authority Bromley Inspection number 10374512 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 53 Number of children on roll 33 Name of registered person Hayeswick Limited

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reference number

Telephone number 0208 462 8228 Date of previous inspection 9 March 2020

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Information about this early years setting

Hayeswick West Wickham registered in 2005 and is one of two childcare provisions owned by the same provider. The provision is located in West Wickham, in the London Borough of Bromley. It is open each weekday, from 8am to 6pm, for most of the year. The provider employs 13 members of childcare staff. Of these, 12 staff hold childcare qualifications ranging from level 2 to level 5. The setting offers government funded childcare to children aged from nine months to four years.

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Inspection activities

n The managers showed the inspector around the childcare premises, and explained the curriculum for children and how the provision is organised. n The inspector observed the quality of the education and considered the impact on children's learning. This includes observations and discussions about teaching with the managers and the pre-school room leader. n The managers met with the inspector to discuss matters, such as recruitment and staff supervision. They ensured that relevant documents were available for the inspector to view. n Parents, staff and children shared their views and experiences with the inspector, at appropriate times during the inspection. The inspector also took account of parents' written feedback on the provision.

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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 December 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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