Early Adventures

Inspection of Early Adventures 33 Benton Road, West Allotment, Newcastle Upon Tyne, Northumberland NE27 0EP

p.1

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

p.1

The provision is good

Children come in happy and are excited to be in this warm and welcoming nursery. They learn about similarities and differences between themselves and others. For example, at mealtimes there are discussions about different ways to communicate. Staff use this as an opportunity to teach children about sign language. Children learn to use signs that other children use. This creates an inclusive environment for all children. Children have opportunities to make choices, respect others and they follow the high expectations of the nursery. As a result, children's behaviour is very good. Where there are any disagreements, staff encourage children to manage this independently. If staff do need to intervene, they use this as an opportunity to teach children how to manage conflict. Children respond well to adult input and disagreements are quickly resolved.

p.2

The provision is good

Children develop early literacy and mathematics skills through songs, rhymes and books. Outdoors, children have opportunities for mark making and sharing books. They have access to a lending library, where they can take books home to share with their families. They also have a library in the nursery where children enjoy going for story time and they read together. Staff use learning opportunities found in everyday experiences. For example, from an early age children are encouraged to develop their physical skills by using the stairs independently. Young children are encouraged to crawl up and down stairs, while adults sing a familiar song. Babies laugh as they wait for the adults to sing 'bump, bump, bump' in the song, then they go down each step one at a time.

p.2

need to do better?

n The manager has a good understanding of self-evaluation. She uses this to reflect on the nursery's strengths and areas for development. Staff feel they are well supported by the manager. There is an open-door policy, where staff feel comfortable to ask for advice or support. n Parents speak very highly of the nursery, particularly parents of those children with special educational needs and/or disabilities (SEND) or are bilingual. They know the progress their children have made while at nursery. Parents talk about the home-from-home environment, and the committed staff team, who ensure the needs of their children are well met. They comment on how safe their children feel at nursery. Parents benefit from the stay-and-play sessions. They come into nursery and have the opportunity to meet staff and other families. Parents have detailed conversations with their child's key person and find out more about their child's learning and development.

p.2

need to do better?

n The manager has designed a very ambitious, clear and sequenced curriculum, based on the needs of children who attend the setting. Staff are very clear about what they want children to learn in each room and by the time they leave the

p.2

need to do better?

21 June 2022 setting. As a result, all children make good progress in their learning and are ready for the next stage in their education. n There is a very personalised approach to learning and staff are quick to respond to children's interests. For example, a discussion at snack time about milk looking like bones is identified as a learning opportunity by their key worker. This quickly turns into looking at a book about the body, then an experiment in blowing up balloons like lungs. Children hear new language from staff, including vocabulary, such as 'bone marrow' and 'inflate'. However, at times during these activities, staff miss opportunities to involve children who are naturally more reserved. n Children's independence is promoted throughout the day. For example, they are encouraged to serve themselves lunch, pour their own drinks and put their plates away. However, in the dining room, this approach means that some pre-

p.2

need to do better?

school children become disengaged as they have to wait for extended periods for their lunch. n Children with SEND are very well supported throughout the nursery. Staff quickly identify children who may need additional support in their learning. They work with other professionals to ensure children's individual needs are met. Teaching is focused towards their individual stage of development, so they make good progress. n Staff know children very well, even those children who have only recently started. The setting has developed the information they gain from parents when children first start. This gives staff a comprehensive understanding of children's routines. They find out about children's likes and dislikes, as well as their learning and development. This enables teaching to be personalised from children's first day at nursery.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The manager and designated safeguarding lead understand their role. They are confident in ensuring children are kept safe while at nursery. Staff have had training and are able to identify signs of abuse. They know how to record and report any concerns. Staff understand wider safeguarding issues, such as the 'Prevent' duty and county lines. New staff have appropriate induction procedures in place to ensure they are confident in their role. This ensures they know how to keep children safe and support children's learning and development. Staff teach children how to keep themselves safe. For example, they talk to children about how to use balloons safely and the importance of closing gates behind them.

p.3

should:

21 June 2022 n consider further how staff provide support during activities, to ensure that all children who want to take part are fully included and engaged n review mealtime routines in the dining room, to ensure that wait times are reduced for pre-school children, and all opportunities for learning are maximised.

p.3

Setting details

Unique reference number 2527037 Local authority North Tyneside Inspection number 10209022 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.5

inspection

Total number of places 34 Number of children on roll 33 Name of registered person Atkins, Rebekah Marie

p.5

reference number

Telephone number 07484785327 Date of previous inspection 14 September 2021

p.5

Information about this early years setting

Early Adventures registered in 2019. The nursery employs seven members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 and above, including one with qualified teacher status. The nursery opens from Monday to Thursday all year round, except for bank holidays and one week at Christmas. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the manager about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of

p.6

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.

p.6

Inspection activities

21 June 2022 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.

p.6

Inspection activities

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

Inspection activities

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

Inspection activities

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

p.7

Inspection activities

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

p.7