YMCA East Anton

YMCA East Anton
Unique reference number (URN): EY553222
Address: Ymca East Anton, Dairy Road, Andover, SP11 6YG
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/10/2017
Registers: EYR, CCR
Registered person: YMCA Fairthorne Group
Inspection report: 25 August 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Achievement Strong standard
Babies and children develop at different rates and are nurtured to achieve well. Those with
special educational needs and/or disabilities and those who face other barriers to learning
receive engaging interventions which help develop their confidence and independence.
Children show kindness to one another. They learn and develop skills, such as expressing
their thoughts and feelings. They take care of their personal hygiene where appropriate,
learn to wait their turn and participate in small group times. These skills support children to
be very well prepared for the next stage of learning.
Babies and children form secure attachments with staff, which helps them to feel safe,
confident and emotionally secure. They show great enjoyment as they develop their
vocabulary and communication skills, engaging positively with both their peers and staff.
Children demonstrate excellent attention and listening skills, independence and decision-
making. They gain these through everyday opportunities, such as selecting their own snack
and making choices throughout their play.
Behaviour, attitudes and establishing routines Strong standard
Leaders work in partnership with parents to support positive attendance for all children.
Barriers to children's learning are reduced because of these efforts and children regularly
attend. Leaders and staff have embedded an inclusive routine that carefully supports
children with special educational needs and/or disabilities and those who face other barriers
to learning, and, therefore, all children. When adaptations are required for individual
children, these are effortlessly managed by staff to ensure children's health and wellbeing
remains the priority. Routines are threaded through all rooms to provide stability, familiarity
and comfort for children, which supports them to transition between rooms well.
Leaders and staff have thoughtfully considered how children transition from one learning
experience to the next. They ensure that learning is continuous and that opportunities to
extend and deepen children's learning are maximised throughout the day. For instance,
children are proactively invited to new play opportunities by staff when appropriate. Staff are
excellent role models to children and show kindness and respect. They teach and reinforce
positive relationships and behaviour. Staff are close by to support children to manage their
feelings when moments become emotionally tough for them. This consistent approach by
staff supports children to behave well and show highly positive attitudes to learning.
Children play cooperatively alongside their peers, enjoying shared games and positive
interactions with one another. Staff provide effective support to the oldest children as they
learn to manage their environment and take responsibility for their surroundings. They offer
consistent praise and encouragement, which boosts children's confidence and motivation to
continue.

Children's welfare and wellbeing Strong standard
Leaders consistently prioritise children's welfare and wellbeing. They proactively review
procedures in place to ensure they remain fit for purpose, promoting the best outcomes for
all children's varying needs. For instance, they complete regular audits of aspects of the
provision including safeguarding practices, inclusion, curriculum and the environment. This
continuous reflection and adapting provides all children, including children with special
educational needs and/or disabilities and those who face other barriers to learning, a safe,
enjoyable space to thrive.
Children have trusted bonds with their key person and familiar staff, enabling them to build
secure attachments and have their care routines successfully met. Staff ensure routines are
embedded throughout the setting which help promote children's positive attitudes to learning
and help them to feel emotionally secure. Children's views are consistently heard and
valued. For example, they are encouraged to make choices about whether they wish to
participate in activities and confidently express their preferences, such as requesting
additional food at lunchtime.
Staff provide a wealth of opportunities for children to develop healthy habits with food and
exercise. Children experience risk and challenge in a safe and purposeful way. They
develop an excellent awareness of their own capabilities and know when to seek support,
such as reaching out for a staff member's hand when needed. This helps them to manage
risks effectively and keep themselves safe.
Curriculum and teaching Strong standard
Leaders are passionate champions of the highly inclusive curriculum. They inspire staff and
rigorously monitor the delivery to ensure it fully meets the needs of all children, including
children with special educational needs and/or disabilities and those who face other barriers
to learning. The curriculum is designed to enable children to repeat experiences which help
them retain information and develop new skills. Staff deliver the curriculum through a range
of small group activities and add enhancements to the environment to keep children curious
and engaged. Staff are highly knowledgeable about all areas of learning. They ensure plenty
of focus is placed on supporting children's personal, social and emotional wellbeing which
supports children to feel safe, secure and ready to learn. For instance, children smile, laugh
and show enjoyment in being around familiar staff and peers.
Children are highly motivated to take part in small group sessions. They listen to stories
attentively, sustain their focus and build the communication and language skills they need to
express themselves confidently. For instance, staff use engaging books as a foundation for
activities across the weeks. They skilfully weave in new language which supports children to
develop a love of stories and rhymes. Babies learn new vocabulary, such as the word
'digger', alongside the corresponding Makaton sign. Babies respond with enthusiasm,
smiling as they eagerly repeat the new word and practise the sign. Physical development is
promoted well by staff. Younger children navigate slopes in the garden and take part in
dancing activities. Older children confidently balance and throw balls into hoops,
demonstrating coordination and control.

Inclusion Strong standard
Leaders and staff are extremely proactive in identifying children that experience barriers to
their learning, including children that have had social care involvement. They swiftly assess
children's needs, plan appropriate interventions and regularly review the effectiveness of
their support and the progress children make. Staff have excellent knowledge of their key
children and work closely with leaders to ensure early interventions are consistently
implemented for children with special educational needs and/or disabilities (SEND) and
those who face other barriers to learning. These embedded interventions enable children to
make excellent progress from their starting points.
Leaders and staff demonstrate a highly effective approach to multi-agency working. They
communicate and collaborate seamlessly with other professionals. This helps ensure
children receive the support they need promptly, resulting in well-coordinated interventions
and improved outcomes. For instance, they work closely with children's health visitors and
speech and language therapists. Leaders and staff have professional relationships with
parents and carers, which help break down barriers to children's learning. For example, they
proactively meet with parents to explore children's attendance patterns and identify any
barriers families may be experiencing, enabling them to provide targeted support. These
practices have a significant impact on how children settle, develop attachments and access
the well-thought-out curriculum. The setting has high-quality inclusive provision that
supports children with SEND and those who face other barriers to learning extremely well.
Leadership and governance Strong standard
Leaders and those with responsibility for governance are extremely focused on supporting
staff's professional development, wellbeing and workload. Leaders provide staff with regular
meaningful supervision meetings that focus on staff wellbeing, recognise effective practice
and identify opportunities for continued professional development. This supportive approach
helps staff to reflect on their performance, build on their strengths and develop their skills
further, to enhance outcomes for children. Staff report feeling supported to grow, with some
actively working towards leadership positions. They cascade their skillsets across the setting
to support newer staff and wider with other settings within the YMCA group. Leaders' efforts
have a positive impact on the high-quality curriculum and delivery which ensures all
children, including children with special educational needs and/or disabilities and those who
face other barriers to learning, make excellent progress from their starting points.
Leaders take a highly proactive approach to working with parents and the wider community.
Parents provide an abundance of positive feedback, highlighting the sensitive and effective
support they receive during challenging situations. They value the guidance and
reassurance offered by leaders and staff. This promotes trusting relationships and
contributes to positive outcomes for children and their families. Partnerships with the local
community are firmly embedded within the setting's practice, and leaders are keen to
expand this work further. The setting successfully supports families by signposting them to
relevant services, organising stay-and-play sessions and providing additional resources,
including food parcels, when needed. As a result, families receive timely support and feel
valued as part of the setting's community.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Babies and children are happy, motivated learners. They demonstrate a keenness and
eagerness to take part in small adult-led group sessions where they sustain high levels of
engagement throughout. Babies and children show enjoyment in the activities and
experiences on offer. The youngest babies thrive during singing sessions where they join in
with familiar words. Meanwhile, older children listen and recreate stories about 'The Tiger
Who Came To Tea'. This supports children to develop a love for stories, imagination and
communication and language skills. Babies and children's voices are actively encouraged
and valued. Staff listen carefully and respond sensitively to children's needs, helping them to
remain emotionally regulated and ensuring their personal, social and emotional needs are
consistently met.
Children with special educational needs and/or disabilities and those who face other barriers
to learning are fully supported to flourish. They are provided with targeted interventions that
enable them to make excellent progress from their starting points. Children's independence
is supported and encouraged. Older children confidently lay the table ahead of mealtimes
and take pride in having these responsibilities. Children are fully absorbed in their play,
minimising any behaviour which is resolved quickly if it arises. Children regularly share their
feelings and emotions during group discussions. For example, they talk about what has
made them happy that day and confidently express their likes and dislikes. These
meaningful conversations help children to develop their understanding of their own feelings,
while also encouraging them to recognise and respect the experiences of others. This
supports children's growing understanding of diversity and inclusion. Children play
collaboratively and build warm friendships with their peers. They develop mathematical skills

Inspectors:
Hayley Doncom
Kirsty Stickley
About this setting
Unique reference number (URN): EY553222
Address:
Ymca East Anton
Dairy Road
Andover
SP11 6YG
Type: Childcare on non-domestic premises
Registration date: 02/10/2017
Registered person: YMCA Fairthorne Group
as they use their imagination to create pretend dinosaur food, counting the scoops as they
play. Children thrive in the outdoors, they have opportunities for risk and challenge which
supports their positive physical development. For example, children develop their balancing
skills as they confidently navigate balancing beams.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help to realise a transformational impact on all
children's achievement and wellbeing.
About this inspection
The inspectors spoke with children, parents, senior leaders, setting leaders, staff, special
educational needs coordinator during the 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.

Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Hampshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 August 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
121
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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.
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.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright