Nanny Bears Cotley Farm

Inspection of Nanny Bears Childcare Ltd Cotley Barn, Woodhayes Lane, Whimple, Exeter EX5 2QR

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are very happy and settled in the welcoming and nurturing environment. They develop warm and loving bonds with staff, who meet their individual needs and care routines consistently, according to parents' wishes. This helps children to feel safe and secure. Staff have high expectations of children's behaviour. They are excellent role models who treat children with respect. Children behave extremely well and learn to share, to take turns and to treat their friends with kindness. Staff support children's health and physical development well. Children enjoy lots of outdoor learning and join in action songs and yoga with great enthusiasm. Babies learn to crawl and walk safely, and staff support children to succeed with toilet training. Children enjoy healthy and nutritious meals and snacks and settle well for rests in the calm and cosy sleep space.

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The provision is good

Staff deliver a well-thought-out curriculum to support children's developmental needs and to build on what they know and can do. This includes activities to broaden their experiences and to learn about the world. For example, children observe and learn about the sheep, reindeer and vehicles on the farm, and they grow plants and collect natural resources to create with. They learn to treat the environment responsibly, such as the importance of keeping the sea and beaches clean. Children enjoy lots of creative play. They make 'potions' with flowers and coloured water, model with dough and explore sensory materials.

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need to do better?

n The well-qualified team of staff has a clear understanding of what the children need to learn next and join in their play to help them learn more. For example, children excitedly dress up as fire fighters and pretend to be fire engines using water to extinguish 'fires'. Staff discuss fire safety, help them to solve practical problems and encourage their imaginations. They count and compare quantities to enhance their mathematical development. n Confident children talk freely and enjoy answering staff's questions. Staff encourage babies to communicate through responding to their babbles and sounds. They use focused activities to help children make better progress in their language development when they identify gaps. However, on occasions, staff do not include some quieter children in group activities to support their communication and language even further. n Children of all ages confidently make their own choices in play. They are

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need to do better?

interested and eager to explore the exciting learning opportunities. However, occasionally, staff are not quick enough to adapt some activities to support children's interest and motivate them to explore further. For example, when activities become too crowded or are incomplete, children walk away. n Children develop good skills to prepare them for their transition to school. From

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need to do better?

21 May 2024 a young age, they develop excellent independence. Toddlers serve themselves at the sociable mealtimes and learn to change their clothes and wash their hands. Staff provide activities, such as activity boxes to thread materials and to use small magnets, clips and tongs, to help children develop their fine motor skills. n Children enjoy books. Staff read to babies and children vote for popular stories for staff to read. They join in lively activities to act out stories to bring them to life and to learn new facts from reference books. n The special educational needs coordinator and staff use their assessments of children to quickly identify any gaps in their learning. They work closely with other professionals and parents to ensure that children's additional needs are met to help them make good progress. n The manager has a good oversight of the provision and provides strong leadership. There is a focus on professional development. Staff attend training

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need to do better?

that enhances their knowledge and skills to meet children's changing needs. Staff all have a good understanding of their safeguarding roles and responsibilities to protect children's welfare. Staff's well-being is nurtured, and they feel valued and supported. n Partnerships with parents are strong. Staff keep parents closely informed of their children's day-to-day care, progress and well-being and provide guidance to build on children's development at home. Parents share extremely positive views of their children's provision. They state, for instance, children are always safe and looked after in a 'home-from-home' way. Staff provide close support to help their children feel emotionally secure and to achieve their milestones.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n develop staff's interactions to support quieter children's communication and language development even further n develop the organisation of activities to support children's engagement and to motivate them to explore further still.

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Setting details

Unique reference number 2662318 Local authority Devon Inspection number 10335684 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 14 Number of children on roll 34 Name of registered person Nanny Bears Childcare Ltd

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reference number

Telephone number 07403171542 Date of previous inspection Not applicable

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Information about this early years setting

Nanny Bears Childcare Ltd registered in 2021 and follows the Hygge approach. The setting operates from Wimple, Devon. The setting employs five members of childcare staff. Of whom, all hold appropriate qualifications at level 3. The setting opens from Monday to Friday, all year round. Sessions are from 7.45am to 6pm. The setting provides funded early education for three-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the setting. n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they intend children to learn. n The inspector observed activities and the quality of staff's interactions with the children. She discussed the effectiveness of an activity with the manager. n The inspector sampled the documentation and discussed the manager's knowledge of the requirements of the early years foundation stage. n The inspector took account of parents' views.

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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.

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Inspection activities

21 May 2024 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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