Roland Lodge Daycare The Hub

Inspection of Roland Lodge Daycare The Hub 87 Furtherwick Road, Canvey Island SS8 7AY

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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 arrive happy and eager to start their day. Staff build strong and trusting relationships with them. Children settle quickly and feel secure. Staff set clear boundaries and are positive role models. Children are well behaved and know what is expected of them. They show kindness to each other and happily share and take turns. Children are familiar with routines and enjoy helping staff carry out tasks, such as tidying up the toys. Staff take care to foster and promote children's confidence, self-esteem and sense of belonging. They give children compliments, such as how much they like their new lunch boxes.

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The provision is good

Staff provide a wide range of materials and media to help children develop their creative skills. Children explore messy play activities throughout the setting, such as foam to stick plastic bricks together. These types of activities help support children's brain development, social skills and early language. Children discuss with staff the ingredients they need to make play dough. They enjoy mixing, pressing and rolling the dough. Staff support children to learn how to do things for themselves. Children explore the environment confidently and play well independently. Children serve their own dinner and attend to their personal care needs, such as handwashing. They develop their physical skills. Children confidently climb on apparatus in the garden and use a range of small tools to develop their finger and hand muscles. They are well prepared for the next stage in their learning, including the move to school.

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need to do better?

n Leaders and staff have developed a broad and ambitious curriculum that supports all areas of development for all children. They plan a well-resourced and stimulating environment that brings learning to life for children. As result, children are eager to take part in activities and develop a love of learning. n Staff get to know children well through regular observations and assessments of their development. They use this information to plan for each child's individual progress based around their needs and interests. Consequently, all children make good progress. n Partnerships with parents have a positive impact on children's development. Parents comment how valuable their text-message groups are between them and their children's key people. Staff take time to provide parents with key information and tailored guidance to extend children's learning at home. This means that parents have confidence in supporting their children's development

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need to do better?

beyond the nursery. n Staff promote children's communication and language skills effectively. Children develop a love of books. Staff incorporate 'words of the week' into their conversations helping to expand children's vocabularies. Staff give children time

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need to do better?

26 August 2025 to respond to questions and formulate their own answers, encouraging children to build on their conversational skills. n Staff well-being is a high priority for the provider. They take care to get to know each staff member and their individual needs. Staff say they feel valued and appreciated for their work and can approach the leaders at any time for support. n Transitions into the setting are managed very well. Staff provide an extensive process of settling visits and meetings with parents to ensure children settle confidently and quickly. However, transitions within the setting, such as preparing for snack time, are not always organised as well as they could be. When changes to the routines occur, staff do not always use their initiative to ensure the continuous running of these routines. This impacts the quality of interactions provided to children during these times. n Staff support children with special educational needs and/or disabilities well.

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need to do better?

They work very closely with professionals and parents to ensure a cohesive approach to supporting their good progress and well-being. n Staff are passionate and engage children in enthusiastic interactions. Children confidently follow staff on a 'bear hunt'. While reading the story, they explore the trays of flour and hay to mimic the environment from the book. However, in group activities staff sometimes focus on the more confident children. This means the less confident children are not always supported to make the best possible progress. n Staff have a clear understanding of their roles and responsibilities in relation to risk assessment. They are vigilant and keep children safe. Staff deploy themselves well to ensure children are supervised and safe at all times.

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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 confidence in supporting children at transition times, so they continue to benefit from high-quality interactions and uninterrupted learning opportunities n encourage less confident children to engage fully in group activities.

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Setting details

Unique reference number 2843639 Local authority Essex Inspection number 10408630 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 50 Number of children on roll 66 Name of registered person ROLAND LODGE DAYCARE LTD

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reference number

Telephone number 07843205338 Date of previous inspection Not applicable

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Information about this early years setting

Roland Lodge Daycare The Hub registered in June 2025. The nursery employs 10 members of childcare staff. Of these, seven hold appropriate early years qualifications at level 2 or above. The nursery opens from Monday to Friday, 7.30am to 6pm. It provides government funded places for all eligible children.

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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 observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Staff and children spoke to the inspector during the inspection. n The inspector and the manager carried out a joint observation of an activity. n The inspector spoke to parents and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

26 August 2025 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

26 August 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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