Bexley Snap Short Breaks

Bexley Snap Short Breaks

Unique reference number (URN): EY542008 Address: Normandy Children's Centre, Fairford Avenue, Bexleyheath, DA7 6QP Type: Childcare on non-domestic premises Registered with Ofsted: 03/03/2017 Registers: EYR, CCR, VCR Registered person: Bexley Snap CIO

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children develop well from their starting points, particularly in their communication, physical and social development, through support plans that are tailored to individual needs. They thrive because their achievement goals are specific to them. Children explore the role-play area, where they imitate daily routines such as cooking, using pretend utensils, expressing their imaginations and focus. Children independently identify ways to communicate. They use and imitate single words and simple sentences when engaging with staff and use visuals to express themselves when needed.

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Achievement Expected standard

Children receive support and encouragement to be ready for the next stages of their lives. They explore and use their independence, such as feeding themselves, making activity choices and beginning toilet training journeys. Children generally develop personal skills, such as focus, by engaging in short story and song times, which are adult-led and based around their interests.

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Behaviour, attitudes and establishing routines Expected standard

Children build positive relationships with leaders and staff, which are warm and trusting. Children confide in staff when they need to regulate their emotions, through physical comfort or distraction into another activity. Children generally make progress in their social development among each other, where they are offered a balance of interactive play and solo play.

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Behaviour, attitudes and establishing routines Expected standard

Staff have a rich understanding of how each child communicates, for example whether they use language or gesture. Staff typically positively praise children for all achievements, as well as act as positive role models. If conflicts arise, staff typically promote kindness and respect by enforcing boundaries such as 'kind hands' and 'no throwing'.

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Behaviour, attitudes and establishing routines Expected standard

Children are generally introduced to routines and boundaries that are appropriate for varied abilities. Adult-led times are structured into the day, such as small-group activities using a bucket and objects. Children show excitement for these group activities. As a result, children build on their focus and attention and become comfortable in small groups. While children are supported, at times there are inconsistencies in how staff approach focus activities and how children are encouraged to refocus. As a result, children can be unsure of what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of attendance effectively. Leaders ensure that staff and parents and carers are aware of the policies and procedures in place. They ensure that absences are reported in a timely manner, recorded and monitored over time. As a result, parents understand the importance of consistent attendance and how it affects routine.

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Behaviour, attitudes and establishing routines Expected standard

The setting also offers short-break sessions for early years children. Children attend the setting with their parents and play within the setting with familiar staff. This encourages continuity and routine, especially if the children attending the short-break sessions also attend the nursery setting.

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Children's welfare and wellbeing Expected standard

Leaders create and offer a safe and welcoming environment to all children attending the nursery setting and short-break sessions. Staff are knowledgeable of policies and procedures and put them into practice effectively. Children have access to indoor and outdoor learning. Staff generally give equal learning opportunities between these, such as pretend play using babies in the garden with buggies, which children explore on a larger scale.

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Children's welfare and wellbeing Expected standard

Children receive encouragement to follow hygiene routines, such as washing their hands and nappy changes. Leaders implement strategies, such as using real-life objects to reference routines, to support children's understanding. For instance, they show children a nappy for changing time. Children respond well to this, forming an understanding of what is happening next.

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Children's welfare and wellbeing Expected standard

Staff typically support children with their emotional wellbeing. Children understand and regulate their feelings through the implementation of timely warnings before transitions. For example, staff use a numbered board, detaching each number and showing them to the children, counting down to the next transition. Children benefit from this as they are prepared for what is coming next, supporting their emotions.

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Children's welfare and wellbeing Expected standard

Leaders ensure there is an effective key-person system in place, where the focus is around children's development and progress. All staff have responsibility for caregiving to the children. As a result, children form positive and warm relationships with all staff, securing their comfort.

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Curriculum and teaching Expected standard

Leaders have created a curriculum that supports children's individual needs. The curriculum covers all areas of learning, specifically focusing on children's communication and language, personal, social and physical development. Staff make adaptations to activities to ensure children with varied needs achieve well from their starting points. For example, due to the high staff ratio, children can explore through the physical and sensory room freely, according to their interests, with their needs met. The curriculum is typically delivered well by staff. However, not all staff consistently encourage children to join in and engage. This means that not all children consistently access the intended learning and fully benefit from the experiences.

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Curriculum and teaching Expected standard

Staff focus on children's communication and language development through appropriate language and gesture used in interactions, use of song and reading appropriate stories. Children engage in small-group song times, where their voice is heard through decision- making. Children use pictures of typical nursery rhymes to identify their preferences. Children have free-flow access to a range of stories, with sensory aspects, such as touch and feel materials. Children respond well to these and show excitement during singing and story times. Staff prioritise children's physical development through activity and outdoor play. Children explore their physical skills confidently and comfortably with support from staff. Children are offered soft-play apparatus, slides, balancing beams and stepping stones. Staff create activities that support children's small-muscle development. Staff encourage mathematical learning integrated into activities. They encourage children to extend their learning, adding

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Curriculum and teaching Expected standard

to what they already know. For example, through exploring number puzzles, children identify numerals independently. Staff extend this by supporting children to add and compare amounts using objects.

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Inclusion Expected standard

Children begin their journey at the setting with diagnosed needs. Leaders and staff monitor needs effectively through frequent observations, to ensure they can identify changes quickly. Leaders typically have high expectations for children in their care. They support children to flourish and progress from their starting points. Leaders create individual support plans and collaborate well with external agencies. Staff break down children's next steps in learning and generate these individually. This ensures each child's needs are taken into consideration. Children generally progress well from this tailored approach. Staff typically support children's understanding and focus. However, sometimes, there are inconsistencies in how staff encourage children's engagement in short focus-time activities. This means that children do not always receive consistent expectations throughout the day.

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Inclusion Expected standard

Leaders are knowledgeable on how to support children's development and care needs. They invite external agencies to offer advice, which staff implement into their practice. For example, they offer speech and language support with visual pictures to express needs. They also visit the setting frequently to work directly with children. Staff generally gain opportunities to develop through observing external professionals' practice. This allows children to learn through consistent learning styles.

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Inclusion Expected standard

Leaders have an understanding of how to use additional funding, such as early years pupil premium and speech and language supplements. For example, they use funding to support children's interests through resources, especially to fit sensory and physical needs. Leaders also enrich experiences for children with additional funding, such as physical and musical sessions that are specific to children with special educational needs and/or disabilities, identified through children's interests.

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Leadership and governance Expected standard

Leaders ensure that the management of the setting is effective and welcoming. Leaders generally ensure that staff are supported and have opportunities to develop their practice. However, they have not focused professional development on increasing staff's confidence and responsibility in planning and reviewing support for children with special educational needs and/or disabilities. However, as leaders ensure that support plans are completed and remain up to date, this does not hugely impact on children. However, this will further enable key persons to take greater responsibility for completing and reviewing these plans. It will also strengthen staff's knowledge, confidence and ownership of children's individual support. Staff state that they feel supported by leaders, that they receive feedback on their practice and that their wellbeing is prioritised. Staff feel valued and appreciated by leaders. As a

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Leadership and governance Expected standard

result, children learn from dedicated staff who are passionate about their work.

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Leadership and governance Expected standard

Leaders typically use staff and parental feedback, as well as their own conclusions, to identify strengths and areas of improvement for the setting. This ensures the setting is continuously striving to improve. While leaders recognise their areas of improvement and have ambitious goals, these are not consistently embedded yet. As a result, the impact on children due to some minor weaknesses in practice has not been identified.

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Leadership and governance Expected standard

Leaders have created an excellent partnership with parents and carers, built on positive communication and support. Parents praise the support that the setting, both the early years nursery and early years sessions, provides. They state that a community for parents has been formed, creating comfort. Leaders ensure that communication is effective through an online app, where staff share progress and daily updates in a timely manner. Leaders also ensure that parents are knowledgeable of what their child is working on and how to support them. Children benefit from the consistency in their learning between the home and setting, creating continuity.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are welcomed into a safe, suitable and calming environment. There are many learning opportunities tailored to children's individual needs at this specialist setting. Children explore the playroom, sensory room, ball pit room and outdoor space. As a result, children confidently explore a range of environments suitable to needs and interests. The setting provides care and respite for children and families with special educational needs and/or disabilities exclusively.

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What it's like to be a child at this setting

Children build positive relationships with leaders and staff. This makes their arrival at the setting comfortable and smooth. Children display a want for staff to be involved in their play. For example, children physically take staff's hands to guide them to activities of interest, showing they are comfortable and illustrating trusting bonds.

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What it's like to be a child at this setting

Children's communication and language develop well, through individualised strategies. For instance, staff use pictures to support children in their decision-making and routines. Children typically are encouraged to point to pictures and repeat appropriate words to describe their wants or needs. Staff use positive praise for children's efforts and achievements. As a result, children feel valued and understood. They build positive trusting bonds with staff.

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What it's like to be a child at this setting

Children achieve well from starting points due to the effective strategies put in place for them. For example, they benefit from support plans that focus on specific needs and areas of development. Children develop further with their personal abilities, such as physical development and social development, through the collaborative working of the setting, parents and carers and external agencies. Children build on their social development through small-group activities, such as puzzles, to encourage turn-taking. This ensures that children are building from what they already know.

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Address:

Normandy Children's Centre Fairford Avenue Bexleyheath DA7 6QP

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 10:00 - 15:00,Saturday : 09:30 - 16:00,Tuesday,Wednesday,Thursday,Friday : 08:15 - 15:45,Monday,Tuesday,Wednesday,Thursday,Friday : 16:00 - 18:00

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Next steps

Leaders should ensure all staff maintain consistency when setting boundaries to help children to fully understand expectations. Leaders should continue to further develop staff's knowledge through ongoing professional development programmes, to develop their knowledge of supporting children with special educational needs and/or disabilities further.

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About this inspection

The inspector spoke with leaders, staff, children, parents and the special educational needs coordinator during the inspection.

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About this inspection

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. Local authority: Bexley

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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