Angelface Preschool

Inspection of Angelface Preschool 5 Oakridge Road, Bromley BR1 5QW

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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 Requires improvement

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The provision is good

Children are happy and settled in this nurturing setting. Key staff know the children very well and help them feel safe and comfortable. Children follow established routines well. Children settle to activities with engaging staff playing alongside them. This shows children feel a sense of belonging and develop essential skills for their eventual move to school.

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The provision is good

Staff plan and implement a broad curriculum for children, focusing on developing children's communication and language skills. Staff tailor support for all children, including those with special educational needs and/or disabilities (SEND). Staff provide children with a range of stimulating activities. For example, younger children are engrossed as they enjoy sensory experiences with paint. Older children practice building their small hand muscles as they use tweezers to search for objects in the foam. Children are curious and demonstrate a positive attitude to learning.

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The provision is good

Staff take children on various outings within the local community. They go to the local parks to collect natural resources which they use back at the setting. They enjoy activities at the library and local soft play to develop their large muscles further. Staff create a positive atmosphere for children to feel self-assured and develop their self-esteem.

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need to do better?

n Leaders have worked hard to build a settled staff team since the last inspection and have developed a more consistent approach to children's learning, care and behaviour management. Staff are clear about their roles and responsibilities and are supported well by leaders. n Leaders create a broad and balanced curriculum that focuses on developing children's communication and language skills. They plan activities that build on children's prior knowledge. Staff sequence children's learning effectively and know the next steps in their development. Children make good progress in their learning. n Overall, children's communication and language are supported well. Younger children develop their communication skills as they join in with actions to different songs and rhymes. Older children are exposed to a wide vocabulary as staff share new words. They develop their conversation skills during group time, where they listen to their friends and wait for their turn to talk. However, staff

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need to do better?

use questions in quick succession or with very young children, rather than commenting on what is happening. This limits children's language development. n Children have opportunities to develop their mathematical skills. Children eagerly count how many objects they have in the bowls ensuring there are equal

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need to do better?

16 September 2025 amounts in each bowl. Staff encourage mathematical language as they talk to children about shape and size as children sort objects. This supports children to develop their mathematical awareness. n Staff are good role models and generally children are engaged in activities throughout. However, there is an exception to this during groups activities with younger children. During these times, children lose interest in the activity, which is not recognised by staff. Therefore, staff do not consistently organise and manage these group activities to ensure that all children remain engaged in their learning opportunities throughout. n Leaders and staff support children with SEND well. They liaise closely with outside agencies to implement effective strategies to support children's development. This includes using visual cues to help children's communication and to understand changes in the day.

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need to do better?

n Partnerships with parents are strong. Staff support parents to be fully involved in their children's learning and development. The setting shares information with parents through an online app that parents like. Staff hold regular meetings with parents to share children's progress. Parents value how books are shared weekly at home and value suggestions to support children's learning at home. n Leaders and staff are reflective. They work as a team to improve the care and education the setting offers. Leaders provide support for staff based on their individual needs. Leaders monitor practice with regular staff meetings and supervisions and support staff's ongoing professional development.

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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 interest first.

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should:

n strengthen staff's skills in understanding how children's language develops to support their continued success n review and improve the organisation of group activities with younger children to ensure all children remain fully engaged throughout.

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Setting details

Unique reference number EY540304 Local authority Lewisham Inspection number 10415839 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 20 Number of children on roll 18

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Name of registered person

Angel Face Pre-school & Breakfast After School Club Limited

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reference number

Telephone number 07496692109 Date of previous inspection 5 December 2024

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Information about this early years setting

Angelface Preschool registered in 2017. It is situated in Bromley, in the London Borough of Bromley. It employs five members of childcare staff. Of these, one holds an appropriate early years qualification at level 5 and four staff hold qualifications at level 3. The pre-school opens from Monday to Friday, term time only. Sessions are from 8am until 5.30 pm. The provider receives government funding for early years children.

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Inspection activities

n The manager and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. 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 observed the interactions between staff and children. n The inspector carried out a joint observation of a focus activity with the manager. n The inspector spoke to parents during the inspection and took account of their views. n The inspector talked to staff at appropriate times 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.

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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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