Diddy Dinos Keston

Diddy Dinos Keston

Unique reference number (URN): 2823929 Address: KESTON C OF E PRIMARY SCHOOL, Lakes Road, Keston, BR2 6BN Type: Childcare on non-domestic premises Registered with Ofsted: 04/02/2025 Registers: EYR Registered person: Diddy Dinos Ltd

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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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Children's welfare and wellbeing Strong standard

Staff consistently teach children self-care skills that help promote their safety and wellbeing. For example, they talk to the children about keeping hydrated. They plan routines that support children to feel physically healthy, for example making snack times an opportunity for children to try a wealth of new flavours. Staff gently adapt their support for children with barriers to their wellbeing. For example, they encourage children who have a limited diet to try new foods from around the world. Every child is valued as staff praise and encourage them. Children develop lifelong healthy habits.

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Children's welfare and wellbeing Strong standard

Staff consider children's changing circumstances and needs as they plan routines. For children with barriers to their learning, staff consider how they help them to manage their feelings. For example, staff teach children breathing exercises that help them to relax and calm down. This helps them to regulate their emotions. Staff teach them about the physical impact exercise has on their bodies, such as listening to their heartbeat. This promotes children's understanding of their own physical development.

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Children's welfare and wellbeing Strong standard

Staff consistently support children to develop independence. For example, children cut up their own fruits and vegetables such as strawberries and melon. Children have high levels of wellbeing.

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Curriculum and teaching Strong standard

Leaders have a clear vision for a rich curriculum that captures the imagination of all children. This is based on broadening children's experiences and ensuring that they are excited about the world around them. Staff consider children's backgrounds to offer opportunities for children to continually learn something new. This helps children to gain a wide variety of skills and knowledge.

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Curriculum and teaching Strong standard

Staff embed the curriculum well. They are consistent in their approach to teaching all children key mathematical skills. For example, all children hear counting throughout the day. They have opportunities to repeat and reinforce their knowledge of numbers. Children excitedly explore measuring and pouring in the garden. This helps them to develop problem- solving skills.

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Curriculum and teaching Strong standard

Staff have thought-provoking discussions with children, where every moment is an opportunity for children to gain conversational skills. Children are engaging talkers who are able to express themselves at expressive levels. Staff support all children to access a curriculum that is based on children's individual circumstances and needs. For example, they consider the support children with barriers to learning need on the balance beam as they gain confidence and physical strength. Children of all stages of development succeed and show they feel confident.

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Achievement Expected standard

Children learn key physical skills that help them to build their physical strength. They spend time running, climbing and balancing. Children learn that this helps them to become strong and physically healthy. They have positive attitudes to sports and team games, and this helps them cooperate with one another. Children gain a solid foundation of key skills to build on.

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Achievement Expected standard

Staff consistently teach children social skills. They remind them to be kind to their friends and are positive role models for children. Children typically learn key social skills that help give them confidence in preparation for school.

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Achievement Expected standard

Children learn to express themselves with confidence. Staff engage children in thought- provoking back-and-forth conversations as they talk about items of interest, for example describing differences between foods. Children use descriptive language to ask questions and gain knowledge. This helps all children to gain solid communication skills for their future lives.

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Behaviour, attitudes and establishing routines Expected standard

Children develop self-belief and confidence as they explore the familiar and welcoming pre- school. They build increasing resilience as they jump from higher platforms in physical education sessions. Children learn a range of skills that help develop their strength and coordination. They take responsibility for themselves as they take on leadership responsibilities. This helps all children to develop confidence. Leaders consider barriers to attendance and punctuality and help to promote positive attitudes among children and their families.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach children clear rules and expectations that help to keep them safe. Typically, the support they provide enables children to behave well. However, sometimes, expectations of children's ability to follow instructions are not precisely pitched to their stage of development. For some children, the rules when sitting on the carpet are too restrictive and inhibit their ability to focus and concentrate. Staff do not consistently adapt how they support all children to join in. Not all children are able to develop consistently positive attitudes to learning.

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Inclusion Expected standard

Staff identify children with barriers to their learning. They typically embed strategies to monitor the progress children with special educational needs and/or disabilities make over time. This helps them to set clear targets. Staff typically adapt their teaching to help all children access the curriculum. For example, they use Makaton to help children to express themselves. Staff consider the background experiences of all children to help plan opportunities for them to experience new activities. For example, they recognise when children have had limited sensory experiences and plan opportunities for children to feel different textures. Children enjoy discovering how things feel as they do messy play activities. Children develop a positive attitude to new experiences. They have high levels of self-esteem as they approach tasks.

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Inclusion Expected standard

Staff generally work with external partners to promote children's learning, including schools. However, this work is not yet fully embedded. For example, leaders are not consistent in ensuring that staff are consistently guided by expert advice to support the learning needs of a wide range of children.

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Leadership and governance Expected standard

Leaders are reflective of their practice. They regularly evaluate their provision and the impact this has on children's development. Leaders create plans for improvement that help the pre-school to continue to improve. Leaders plan regular opportunities for staff to undertake professional development opportunities. They use appraisals with staff as an opportunity to encourage them and support their wellbeing. Staff enjoy working at the pre- school and feel that their contributions, for example to the planning and development of the learning environment, are valued. Leaders support staff to effectively understand the curriculum and its aims through regular team meetings. This gives staff confidence in delivering the curriculum for all children.

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Leadership and governance Expected standard

Leaders make links with external partners to support children's transitions. For example, they work closely with schools to share information that helps to promote children's future success. This includes where children have gaps in their learning.

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Leadership and governance Expected standard

Leaders typically engage with parents to help them to support their children's education. For example, they give parents information about learning that helps them to understand the key skills children need. However, leaders do not ensure that opportunities to engage harder-to-reach parents are fully embedded. This limits the ability of staff to support all children to thrive in all aspects of their learning and development beyond the pre-school.

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

Children develop a sense of responsibility at this pre-school. For example, staff give children special responsibilities that help to give them confidence. Children are excited to be the helper of the day. They develop independence as they learn to do things for themselves, for example, lining up or putting their belongings in the right place. They develop kindness as staff remind them to be gentle and take turns. Children are kind, behave well and learn key

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About this setting

social skills that help prepare them for school. Leaders make decisions about funding in the best interests of children. For example, they consider the needs of disadvantaged children by spending it on resources that promote individual children's interests and talents. Staff create an inclusive environment where all children can feel successful and take part. They consider children's personalities to plan activities that excite them. Children enjoy a range of different spaces that help them feel emotionally secure, for example quiet spaces as well as social ones. This helps all children to feel a sense of belonging.

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About this setting

Staff plan a wide variety of rich experiences that help expand their understanding of the world. They encourage all children to taste new foods. This helps them to have new experiences that give them confidence, for example trying plantain and strawberries during snack time. Leaders plan culturally rich experiences where children explore music and art and dancing. They plan opportunities for children to meet a range of people and learn about their lives. All children, including disadvantaged children, have access to this wealth of experiences. Leaders consider the attendance patterns of all children to make sure that no one misses out. All children make progress towards key milestones that help them to be well prepared for school.

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Next steps

Leaders should strengthen how staff adapt their expectations of children to enable them to develop their best possible attitudes to learning. Leaders should promote communication with parents, including harder-to-reach parents, to ensure that all children thrive in all aspects of their development. Leaders should consistently enable staff to implement advice from external partners to make a sustained difference to children with a wide range of learning needs.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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. Unique reference number (URN): 2823929

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Address:

KESTON C OF E PRIMARY SCHOOL Lakes Road Keston BR2 6BN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00

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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.

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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.

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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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