ABC Preschool

ABC Preschool

Unique reference number (URN): 2806736 Address: St Peter's Church Hall, 52 Goresbrook Road, Dagenham, Essex, RM9 6UR Type: Childcare on non-domestic premises Registered with Ofsted: 23/08/2024 Registers: EYR Registered person: ABC Pre -School( Dagenham) limited.

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Children make progress from their starting points and are generally well prepared for the next stage in their education. They develop effective communication, language and literacy skills, using both verbal and non-verbal methods to express their needs and ideas. This includes children with special educational needs and/or disabilities.

p.2

Achievement Expected standard

Children build their physical skills over time, showing concentration and determination during activities such as completing jigsaw puzzles. Younger children recall familiar words as they join in with favourite songs, while older children remember previous learning, for example when counting during play. However, because staff do not consistently provide opportunities for children to make choices, respond independently or reinforce mathematical language across the curriculum, some opportunities to deepen children's communication and mathematical understanding are missed.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear expectations for children's behaviour and routines across the setting. Children are caring and respectful to one another. They willingly share resources and take turns when playing games together. Staff manage minor unwanted behaviours calmly and sensitively, helping children understand the impact of their actions on others. They model kindness and respect, enabling children to develop positive relationships with their peers. For example, during water play, staff reassure children when it will be their turn and explain why. This helps children manage their emotions, develop patience and play cooperatively with others.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff teach children to look after their environment. For example, children learn to tidy up after themselves from an early age. Older children learn to be mindful of younger ones, being kind and sensitive to their needs. All children gain an understanding of how their behaviour impacts on others. Children show positive attitudes to their learning as they maintain good levels of engagement and concentration during activities.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with parents to promote regular attendance and quickly identify any patterns of non-attendance. They work with families to understand individual circumstances and provide appropriate support where needed.

p.2

Children's welfare and wellbeing Expected standard

Leaders place children's welfare and wellbeing at the centre of the provision. They know children and their families well and work closely with parents and external agencies to ensure children receive the support they need. Staff respond sensitively to changes in children's circumstances and adapt routines and care to meet individual needs. As a result, all children show they feel safe, secure, and emotionally supported. Staff foster warm and nurturing relationships with children. Children are comforted sensitively when they become unsettled and are supported to recognise and communicate their feelings through reassurance from staff. These positive relationships help children develop confidence and emotional security.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff actively encourage children to develop positive attitudes to leading a healthy lifestyle. Staff provide daily opportunities for children to get fresh air and engage in physical activity. They build children's confidence, so they can use the large play equipment safely and independently. Children develop their spatial awareness as they play games with balls. Older children demonstrate an understanding of foods that are good for them as they discuss which fruits and vegetables they enjoy.

p.3

Curriculum and teaching Expected standard

Leaders and staff understand how children learn and they know the skills children need to develop to be able to progress in their learning. The curriculum is designed to ensure that all children are developing key skills through the variety of experiences and activities on offer. Staff tailor their interactions and teaching based on what they know that children need to learn next. For example, children who need support to develop physical strength in their hands receive high-quality interactions that focus on fine motor skills.

p.3

Curriculum and teaching Expected standard

Staff typically support children's development of communication skills as they engage in regular back-and-forth conversations together. However, children do not always have consistent opportunities to make choices and respond independently during adult interactions. As a result, some opportunities to further extend their communication skills are missed.

p.3

Curriculum and teaching Expected standard

Leaders recognise the importance of children developing a secure understanding of mathematics across the curriculum. Children sometimes hear staff use mathematical language during play. For instance, when they recognise shapes during games and activities. However, staff do not consistently take all opportunities to reinforce mathematical language and concepts across the curriculum they provide.

p.3

Inclusion Expected standard

Leaders promote an inclusive culture where every child is supported to participate and make suitable progress. They identify children's individual needs early and work closely with parents to assess, review and plan the support children need. Staff know their key children well and adapt activities, routines and resources so that all children can access learning opportunities confidently.

p.3

Inclusion Expected standard

Leaders work effectively with external professionals to secure appropriate support for children with special educational needs and/or disabilities (SEND). They implement advice carefully and review children's progress regularly. Individual plans support children with SEND, medical needs and those who face barriers to learning or wellbeing. As a result, children receive timely support and make steady progress from their starting points.

p.3

Inclusion Expected standard

Leaders work closely with families and partner agencies to support children who are known, or previously known, to children's social care. They also ensure children access available funding and use it thoughtfully to provide targeted resources, training and experiences that improve outcomes for disadvantaged children and those with SEND.

p.3

Leadership and governance Expected standard

Leaders have a precise understanding of the setting's strengths and areas for development and take prompt action to address new guidance or emerging issues. For example, they monitor sleeping children and promote healthy snacks to be brought from home. However, further development of the curriculum to enhance mathematics and early communication skills is not yet fully embedded.

p.4

Leadership and governance Expected standard

Staff have regular meetings with leaders where they have opportunities to reflect on their practice and discuss any training needs. This helps them to continue to have a positive impact on children's development. Staff are highly valued by leaders, and their wellbeing is of importance. Staff report being happy in their roles and work together as a team.

p.4

Leadership and governance Expected standard

Leaders work in partnership with parents and the wider community well. They provide support to families, including practical help, such as access to resources and guidance. Parents report their overall satisfaction with what the provision is offers them and their children. They feel well informed about their children's care and daily experiences. Leaders recognise that there is further scope to strengthen parents' understanding of children's next steps in learning, so they can continue to help them develop at home.

p.4

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

Children are happy, relaxed and eager to begin their day. Staff know children well. They take time to find out about each child's starting points, routines and interests. Staff link activities to this information, and this leads to children feeling engaged and safe at the preschool.

p.4

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

Children settle quickly into familiar routines and enjoy spending time with their friends. The environment is calm and well organised. Children confidently choose from a wide range of activities, leading their own play and exploring alongside their friends. Children, including those with special educational needs and/or disabilities, and those who face barriers to learning or wellbeing, are supported well to participate in all aspects of preschool life. Staff make small adjustments to help children to communicate, stay involved and build positive relationships.

p.4

Address:

St Peter's Church Hall Children are polite and kind towards one another. Older children naturally help younger children during routines and play, encouraging everyone to join in. Younger children receive support to manage frustrations, while older children work together to solve problems. This supports children's language and their social development. Children develop good physical skills as they balance, climb, ride bicycles and negotiate space safely. Children become increasingly independent as they manage familiar routines, recognise their names and take responsibility for their belonging. These experiences help children to build confidence, social skills and self-care they need to be ready for their next stage in learning.

p.5

Address:

Leaders promote the value of consistent attendance by talking to parents about how this supports children's progress and prepares them for school.

p.5

Next steps

Leaders should ensure staff consistently give children sufficient time to respond to questions, so that their communication and language skills are developed further. Leaders should strengthen the teaching of mathematics so that children of all ages develop mathematical knowledge and skills consistently across the curriculum. Leaders should further develop parent partnerships to ensure all parents receive information about all aspects of children's learning and development.

p.5

About this inspection

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

p.5

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. 52 Goresbrook Road Dagenham Essex RM9 6UR Type: Childcare on non-domestic premises

p.5

About this inspection

Registered person: ABC Pre -School( Dagenham) limited.

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

Strong standard

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

p.6

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.

p.7

Needs attention

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

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

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.7

Urgent improvement

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.7

Urgent improvement

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

p.7

Urgent improvement

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

p.7