Bexley Bears Preschool (Bexleyheath)

Inspection of Bexley Bears Preschool (Bexleyheath) Methodist Church, Church Road, Bexleyheath DA7 4DD

p.1

Overall effectiveness Good

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

p.1

The provision is good

Children arrive at the setting happy and eager to begin the day. They are greeted warmly by staff at the door with a hello, a wave or through sign language. This helps to make each child's entry into the setting a unique and personalised experience. Children register themselves into the setting by picking the bear with their name on. They quickly settle at an experience provided as part of the setting's broad and ambitious curriculum for children.

p.2

The provision is good

Children's behaviour is good. Children develop positive relationships with their peers and play cooperatively. They share ideas and play imaginatively. For example, a cardboard box becomes an aeroplane taking them to the beach. Overall, staff promote children's independence well. For example, at snack time children pour milk from jugs and use tongs to serve themselves fruit. Children are eager to help tidy up and take turns helping to wash the tables down ready for lunchtime.

p.2

The provision is good

The support for children with special educational needs and/or disabilities (SEND) is exceptional and is a strength of the setting. Staff continue to access a broad range of professional development to help to ensure that they can meet the needs of all children. Staff carefully consider how to adapt experiences to include all children, for example signing along while singing nursery rhymes.

p.2

need to do better?

n Staff at the setting know children well. They talk with passion about the progress children have made since joining the setting. Staff share with pride the leaps that children have made in their development and the next steps they have in place to continue to extend their learning further. Children are well prepared for the next stage of their learning. n Staff at the setting help children to develop a real love of books and early reading. Books are an integral part of the setting's curriculum for children. Throughout the morning, children bring books to share with staff. They also enjoy looking at books independently. Children who speak English as an additional language have developed favourite books that, through repetition, are expanding their use of English. As children sit down together to read 'Brown Bear, Brown Bear, What Do You See?', children can recall previous experiences of the story and predict what is coming next.

p.2

need to do better?

n Children are confident and inquisitive learners, who are eager to try new things. However, at the present time, staff can be too quick to solve problems for children. They do not always give them the opportunity to try first to further develop confidence and resilience. For example, staff point to where the next puzzle piece should go ahead of children trying. When children are asked to roll their dough into balls, children immediately ask staff to do theirs for them, which

p.2

need to do better?

13 February 2025 staff do, rather than encouraging them to have a go first. n Staff promote healthy lifestyles to children. Children understand the importance of washing their hands after using the toilet, before eating and when they have been in the garden. Staff create positive hygiene practises. They sit with children during lunch and talk about the different fruits they have and the benefits these provide to their bodies. Good oral health is promoted with termly visits from a dental nurse. n Staff celebrate the diverse community in which they are based. For children who speak English as an additional language, staff learn to say key words in their first language, helping them to feel settled, secure and understood. Celebrations that are important to families are incorporated into planned experiences, so that children and staff can share what is important to them with others. This helps all children to feel valued and contributes to their high levels of self-esteem.

p.2

need to do better?

n Partnership with parents is good. Parents describe how the setting has supported their children's learning and development, especially in relation to promoting their independence and communication and language skills. Parents of children with SEND praise the way staff have adapted the setting to meet the individual needs of children. n Staff at the setting feel well supported. There are effective systems in place for staff to engage in further training according to their interests and development needs. Staff feel encouraged to continue their professional development and that their opinions on how to continue to develop the setting are valued. Staff are reflective practitioners and regularly consider how they can seek the feedback of those using the service.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n provide children with sufficient time to solve problems independently to help to build their critical thinking skills, confidence and resilience further.

p.3

Setting details

Unique reference number 2703473 Local authority Bexley Inspection number 10368548 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 28 Number of children on roll 22 Name of registered person Bexley Bears Preschool Limited

p.4

reference number

Telephone number 07804 583939 Date of previous inspection Not applicable

p.4

Information about this early years setting

Bexley Bears Preschool (Bexleyheath) registered in 2022 and is based in the London Borough of Bexley. The pre-school is open from 9am to 3pm, Monday to Friday, term time only. The pre-school currently employs four members of staff, three of whom are qualified to level 3. The pre-school accepts early education funding for eligible children.

p.4

Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a communication and language activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

p.5

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.

p.5

Inspection activities

13 February 2025 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.

p.5

Inspection activities

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.6

Inspection activities

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.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6