Spring Milecross

Inspection of Spring Milecross Norman Community Centre, Bignold Road, Norwich, Norfolk NR3 2QZ

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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 Good

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The provision is good

Children make great progress in this inclusive and nurturing setting. They form strong relationships with staff and demonstrate feeling safe and secure in their care. Babies cuddle into staff and seek them out for comfort when needed and older children excitedly involve staff in their play. The well-planned environment supports the curriculum effectively and allows children to make independent choices from a good range of resources. For example, children skilfully use pincers to organise the different coloured balls into the matching bowl. They have ample opportunities to go outside and develop their fine and gross motor skills as they kick balls, build number towers and use writing resources.

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The provision is good

Staff speak calmly and respectfully and try to encourage children to be helpful, use their manners and be kind to their peers. Overall, they support children's behaviour well. Staff place a high focus on supporting children to develop a love of literacy. They have created a 'reading room' where children do one-to-one and small group work with staff to read stories and develop their imagination skills. Children are becoming increasingly independent. They confidently wash their hands, cut their fruit and pour their own drinks at snack time. These skills support children to be ready for the next steps of their education for when they go to school.

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need to do better?

n The management team have designed an ambitious, well-sequenced curriculum that is planned around children's interests and builds on what they already know through careful assessments of their progress. Staff use this information to successfully implement early intervention strategies and targeted teaching. They can confidently discuss the needs of their key children and the next steps they are working on. n All children, including those with special educational needs and/or disabilities (SEND) and from disadvantaged backgrounds, make great progress from their starting points. The setting has effectively used additional funding. For instance, they have created a sensory room to have a calm and relaxing environment that support's children's individual needs. Staff work effectively with parents and external agencies to ensure the best outcomes for all children. Families of children with SEND feel extremely well supported by the setting.

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need to do better?

n Children generally have good behaviour. They understand the needs of others and have developed close friendships with their peers. Staff ensure children are aware of behaviour expectations in the setting and use some effective methods to manage unwanted behaviour. However, although staff have put boundaries in place, this is not fully implemented in practice. For instance, staff do not always support children to quickly resolve conflicts or when they struggle to listen to instructions in group activities.

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need to do better?

3 April 2025 n Children benefit from a language-rich environment. Staff use speech and language screening tools to identify children who need additional support. They use simple sign language and are animated as they read books and sing songs with actions. They use visual aids to help children understand the setting's routine and these help children, including children who speak English as an additional language to be good communicators. n Staff have built strong relationships with children and have an emphasis on learning through a child centred approach and plan around the children's interests. For example, children enjoy using a laptop with their peers to research different dinosaurs, learn their names and what they looked like. On occasion, staff do not make the best use of opportunities to encourage children to think further and deepen their knowledge to extend their learning. n Parents speak highly of the setting. They discuss that they are very inclusive and

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need to do better?

have gone above and beyond their roles to support their children. Parents feel staff are approachable and have great communication. They keep them well informed about their children's learning and development and give them ideas on how to support their children at home. n The management team are passionate about providing a safe, home-from-home environment where children from all backgrounds have the same opportunities to explore, learn and develop. They complete regular supervisions and peer-on- peer observations of staff to support their well-being and identify any training needs. Staff report that they well supported, valued and enjoy working at the setting.

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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 strengthen staff's understanding of behaviour management strategies to support children's understanding of behaviour expectations and help them make positive choices n seek further ways to help all staff enhance their teaching skills to support children to make the best possible progress.

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Setting details

Unique reference number EY550381 Local authority Norfolk Inspection number 10376343 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 64 Number of children on roll 125 Name of registered person Action For Children Developments Ltd

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reference number

Telephone number 01603407957 Date of previous inspection 31 May 2019

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Information about this early years setting

Spring Milecross registered in 2017. The setting employs 21 members of childcare staff, 19 of whom hold childcare qualifications, ranging from level 2 to level 6. The setting opens from Monday to Friday for 51 weeks of the year. Sessions are from 8am until 6pm. The setting provides funded early education for children between nine months and four years of age.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff and children at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out joint observations of a group activity with the manager. n Parents shared their views of the setting with the inspector. n The management team showed the inspector documentation to demonstrate the suitability of staff.

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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

3 April 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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Inspection activities

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