Castle Kindergarten

Inspection of Castle Kindergarten Cheltenham House, Cheltenham Road, Sunderland SR5 3QH

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

Staff are enthusiastic and dedicated. They are an excellent role model for children. Staff know children well and delight in celebrating children's achievements with them. Children thrive in the setting. They are happy and settled. Staff provide high- quality support as they play and learn. For example, they recognise patterns in children's play and plan opportunities to extend it in a safe way. They provide targeted support to help children to manage their emotions. Staff are vigilant and place a high priority on children's safety.

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The provision is outstanding

The curriculum is highly ambitious for all children. Staff want children to be confident communicators and inquisitive learners, who can take risks and solve problems. Children develop a love of the natural world from a young age. Two- year-old children are highly engaged as they transfer water from a teapot to a bowl. Staff support children exceptionally well to help them access further resources to extend play further.

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The provision is outstanding

Children behave well. They know the routines and expectations of the setting and follow these exceptionally well. For example, two- and three-year-old children get their wellington boots and wait quietly by the door until everyone is ready. Younger children sit at the table for lunch and wait for their food to be served.

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need to do better?

n Children highly engage in their learning. Two-year-old children are entranced as they explore a range of tools as they paint on material. Older children are fascinated as they use a projector to complete a large-scale painting. They mix colours with confidence and talk about the colours they have made. Other children stand back and watch as children paint, before joining in with the activity too. n Staff place a high priority on developing children's communication skills. They use songs and books to introduce children to a breadth of vocabulary. Staff have thought carefully about the stages that children go through as they develop their communication skills. Babies look at books with their key person and explore the sounds that different animals make. Older children communicate confidently and thoroughly enjoy using words, such as 'ziggety, zaggety, zoom', from a book they are reading. n Children develop a love of books. Staff choose books as a focus to engage and

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need to do better?

motivate children. Children have become immersed in the story of 'Room on the Broom'. They explore the different characters in incredible detail. Children enjoy the activities so much that they are keen to continue reading the book at home and carry out many activities. n The curriculum is exceptionally well sequenced. Staff have thought carefully

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need to do better?

11 December 2024 about the order in which children develop their skills, particularly in areas such as mathematics. Babies hear staff using numbers in everyday phrases, such as 'one, two, three, whee'. By the time they reach the pre-school room, children can count objects confidently. Older children begin to develop their addition skills as they begin to combine numbers together. n Staff have excellent relationships with parents. From the moment children begin their visits to the setting, staff take time to get to know children and their families. Staff use a range of methods of communicating with parents, and this is adapted to meet children's individual needs. Parents value the electronic app and the stay-and-play sessions to keep them informed about what their children are doing and how they can support them further. n Children with special educational needs and/or disabilities are exceptionally well

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need to do better?

supported. Leaders and staff are very knowledgeable and provide superb support to all children. They go above and beyond to work with a range of professionals. They have an open dialogue with health visitors to ensure all children get the help and support they need. Staff signpost parents to a range of services that can provide further advice and support. n Leaders support staff exceptionally well to develop their knowledge and skills. Staff attend a range of training to enhance their teaching skills further. Recent training on engaging with children has helped to improve the quality of interactions with children even further. Leaders provide excellent support when they identify areas where specific guidance is needed. n Leaders give clear messages to children and parents about how they can keep themselves safe online. Staff make excellent use of opportunities to reinforce good habits when using devices. For example, they talk about passwords,

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need to do better?

screentime and the importance of interaction. They talk to parents about how they can keep their children safe when using devices at home.

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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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Setting details

Unique reference number EY546318 Local authority Sunderland Inspection number 10368326 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 38 Number of children on roll 68 Name of registered person Castle Kindergarten Limited

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reference number

Telephone number 0191 5480170 Date of previous inspection 15 March 2019

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Information about this early years setting

Castle Kindergarten registered in 2017. It is situated in the Hylton Castle area of Sunderland. The setting operates Monday to Friday from 7.30am until 6pm. The setting is closed on bank holidays, during the week between Christmas and New Year. The setting employs twelve members of childcare staff, nine of whom hold childcare qualifications at level 3, including two staff who are early years teachers. The setting offers the government funded places for childcare.

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Inspection activities

n The manager showed the inspector around the setting and explained how their curriculum is organised. n The inspector spoke to children and staff at appropriate times during the inspection. n The manager observed an activity with the inspector. n The inspector observed children playing and learning. n The manager showed the inspector a range of documentation, including those relating to staff suitability. n Parents spoke to the inspector and talked about their experiences with the setting. n Managers met with the inspector to explain how they keep children safe and manage the setting.

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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

11 December 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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