Romsey Close Children's Centre Early Years Service

Inspection of Romsey Close Children's Centre Early Years Service Marish Primary School, Slough SL3 8PE

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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

Children thrive and thoroughly enjoy their time in this highly inclusive and nurturing setting. They are eager to arrive and immediately engage in the wide range of interesting and stimulating activities staff set up for them. Staff are attentive, welcoming and caring. Consequently, children build strong bonds not only with their key person but with all staff. This helps children to feel safe and secure and paves the way for seamless transitions when they move up to the next room. For example, babies wave to and greet staff they recognise who work in other rooms when they play in the garden.

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The provision is outstanding

The broad and deeply embedded curriculum is fully extended in the outdoor areas. As a result, children are constantly engaged and completely immersed in their learning. Children are enthused by their chosen activities and seek their friends out to join them. For example, they insist that their friends must come and make bird food with them to hang on the trees in the garden. Children focus intently, developing their fine motor skills while they thread cereal onto multicoloured pipe cleaners. While doing so, staff skilfully introduce new vocabulary and initiate conversations about the wildlife around them.

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The provision is outstanding

The dedicated leaders and staff are passionate about ensuring all children have the best start in life regardless of their backgrounds. Children with special educational needs and/or disabilities (SEND) are exceptionally well supported and make rapid progress from their starting points. Additional funding is meticulously used to broaden children's life experiences, with a strong focus on supporting children to make progress in the areas of learning where they need the most support.

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need to do better?

n Leaders and staff are committed to providing the highest quality of care and education for all children. Exceedingly focused plans for improvement are updated regularly with a strong emphasis on further enriching the experiences provided and outcomes for children. Leaders provide staff with highly effective supervision sessions and coaching. They mutually set monthly objectives focused on their own professional development and on enhancing the overall provision for children. n Staff and leaders know the children in their care exceptionally well and are clear about what they want all children to achieve in readiness for school. Staff monitor children's development closely and set meaningful, individually tailored goals focused on what they want children to achieve next. Gaps in learning are swiftly identified, and focused action plans are put in place to support children with SEND. Staff work closely with other professionals involved in children's

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need to do better?

development and take account of their advice when setting developmental goals.

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need to do better?

13 January 2025 n Children's interests and views are highly valued, which helps them to feel a sense of belonging. They have opportunities to be part of the 'children's council', where children meet regularly with staff to share their ideas about activities they enjoy. Staff then build this into the curriculum. For example, during a recent meeting, children shared that they wanted more cooking activities, which was swiftly added into the educational plans. n Staff practice is consistently of a high quality. They provide an extremely language-rich environment and interact with children skilfully to allow them to express themselves and extend their learning. Children articulate previous knowledge about the meaning of complex words, such as 'hibernate' and 'nocturnal', during an activity focused on winter wildlife. Babies are confident communicators and swiftly recognise the meaning of words as they hear

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need to do better?

aeroplanes in the sky and point and verbalise what they see. n Children behave exceptionally well. They play harmoniously together, understanding the importance of sharing and taking turns. Staff gently reiterate expectations for behaviour throughout the day and skilfully teach children the reasons why those expectations are in place. For example, children articulate clearly when asked that they only run in the outdoor environment as opposed to indoors to keep themselves and each other safe. n Staff instil a love of books and reading through shared stories and providing books for reference alongside activities. Children learn that some books provide facts and deeper knowledge. For example, during a craft activity, staff encourage children to use reference books as a guide to break down how to form the different body parts of birds with the vast resources available. Parents are encouraged to take children's favourite books home to read with their children.

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need to do better?

n Partnerships with parents are exceedingly strong. All parents speak highly of the staff and their dedication towards children. Parents feel fully informed about their child's development and ways in which they can extend their learning at home. They feel that their children make excellent progress in their learning, particularly with their communication and independence skills. Leaders and staff recognise the importance of including parents as part of their nursery community. They provide opportunities for parents to deliver activities as part of their curriculum, such as playing the violin and reading stories with the children. n There is a strong focus on helping children to learn about the world around them and to celebrate the diverse cultural backgrounds of their friends and the staff team. Staff bring in resources to help children understand the meaning behind different cultural festivals, such as Lohri. Children relish joining in with staff as

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need to do better?

they move their bodies in time to music and practise traditional dancing.

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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 EY541758 Local authority Slough Inspection number 10367304 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 48 Number of children on roll 68 Name of registered person Slough Borough Council

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reference number

Telephone number 01753 540797 Date of previous inspection 4 February 2019

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Information about this early years setting

Romsey Close Children's Centre Early Years Service opened in 2007 and re- registered in 2016. It is housed in Romsey Close Children's Centre in Slough. The setting is open Monday to Friday, from 8am to 6pm, for most of the year. It provides funded early education. The setting also offers before- and after-school and holiday care. A total of 12 childcare staff work at the setting, of whom two hold level 6 qualifications, and the majority of other staff hold level 3 qualifications.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. 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 manager and inspector carried out a joint observation of a planned activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector spoke with the nominated individual/registered individual about the leadership and management of 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

13 January 2025 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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