Ashbourne Day Nurseries at Dagenham

Inspection of Ashbourne Day Nurseries at Dagenham 212 Becontree Avenue, DAGENHAM RM8 2TR

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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 Not applicable

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The provision is good

Children eagerly enter the setting ready to begin their day. They hang up their coats and bags on their pegs. Children quickly settle at an activity laid out as part of the setting's broad and ambitious curriculum. They display high levels of curiosity and engagement in their play. Children spend sustained amounts of focus carefully completing tasks. As they play in the water tray, pouring and filling water into different-sized pots and pans, staff develop their mathematical knowledge of volume. They talk to children about quantities, discussing which pan has more water in and using words, such as more and less. Staff encourage children to make predictions, estimating which pan will become full first.

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The provision is good

Staff encourage children to be independent. For example, they encourage children to serve their own fruit at snack time. Children take time as they manipulate the tongs to select some apple slices. At lunchtime, children fill up small jugs for the table from the water dispenser and help to pass around the plates. Older children support younger children to find their place mats by using their pictures. The support for children with special educational needs and/or disabilities (SEND) is good. Staff swiftly identify those children that may require targeted support plans. They work collaboratively with other agencies to ensure a consistent approach for children's care, learning and development.

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need to do better?

n Staff know children well. There is a clear key-person system in place that helps children to feel safe, secure and settled. Staff accurately record children's starting points in development. They thoughtfully monitor children's progress to ensure that appropriate next steps are in place. This helps children to achieve what it is they need to learn next. n The curriculum for communication and language thoughtfully considers the high number of children within the setting who speak English as an additional language. Staff display children's home languages within the setting for staff to reference. Staff use visual 'now and next' cards, alongside simple sign language, to ensure that all children can participate in activities. Staff speak clearly and repeat core words during activities to introduce new vocabulary to children. For example, as children spread tomato puree onto muffin bases to make pizzas,

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need to do better?

staff demonstrate while repeating the word 'spreading' several times. n Staff are positive role models for children. They facilitate children's play, teaching them about sharing, turn-taking and being a kind friend. However, this approach is not yet consistent in all areas to support children to understand the expectations for their behaviour. For example, at times, some children wave their forks around at lunchtime or run across the room. While staff quickly remind children to place their forks on their plates or to use their 'walking feet', they do

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need to do better?

16 September 2025 not support them to understand why these rules are in place. n Children enjoy using the garden space to be physically active. Staff patiently support children to learn how to use the pedals on bicycles. They get children started and then encourage them to move their legs to make the pedals go round. Even though children may only move a short space, they show tremendous pride in having ridden the bicycle by themselves. Staff extend older children's skills, setting up cones for them to ride in and out of, to develop their spatial awareness. n Children are excited for the arrival of their lunch and discuss what they might be having. However, staff sit children down before they have fully prepared the table and utensils. This means that children are left waiting for several minutes before they begin to dish up their lunch and they become restless. At these times, and during some focused activities where children experience long waiting

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need to do better?

times, children are not fully engaged in their learning. n Partnership with parents and carers is strong. Staff ensure parents know who their child's key person is. They quickly establish these relationships and support children to feel settled and secure. Staff provide parents with regular updates on their children's progress, to enable them to further their learning at home. n Leaders and managers are reflective. They have a clear vision for the setting moving forward, such as looking to develop the garden and a sensory room within the setting. Staff feel well supported in their roles. They have regular meetings with leaders and receive training. This helps staff to understand their roles and responsibilities.

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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 promote children's understanding of why there are rules and boundaries in the setting, so they can develop their knowledge of how to keep themselves and others safe n review the organisation of focused activities and lunchtimes to ensure that children are engaged in their learning.

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Setting details

Unique reference number 2720287 Local authority Barking and Dagenham Inspection number 10392337 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 46 Number of children on roll 16 Name of registered person Ashbourne Day Nurseries Limited

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reference number

Telephone number 02085 996581 Date of previous inspection Not applicable

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Information about this early years setting

Ashbourne Day Nurseries at Dagenham registered in 2023 and is located in the London Borough of Barking and Dagenham. The nursery employs five members of childcare staff. Of these, four staff hold appropriate early years qualifications at level 3 and above. The nursery opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery provides government funded childcare.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the manager about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between staff and children. n The inspector carried out joint observations of a group 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

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Inspection activities

suitability of staff working in the setting.

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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

16 September 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.

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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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