Hanbury Kindergarten

Hanbury Kindergarten

Unique reference number (URN): EY457304 Address: Langton Community Hall, Stonton Road, Church Langton, Leicestershire, LE16 7SZ Type: Childcare on non-domestic premises Registered with Ofsted: 06/02/2013 Registers: EYR, CCR Registered person: Hitchcock, Julie Elizabeth

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children develop the skills they need for their future learning and to be very well prepared for starting school when the time comes. They develop a love of books and show sustained concentration as they look at the pictures and recall favourite parts of the story. Children are curious and keen to take part in activities with staff, for example children talk about the pictures during story time and say what comes next. Children develop the confidence to try new experiences. They enjoy and participate in high-quality interactions with staff, which contribute to children achieving and being successful. Children form secure attachments to staff and demonstrate confidence to express themselves during group activities. They learn to work together and to keep trying, and they make excellent progress from their starting points. For instance, two-year-olds competently use scissors to snip paper, holding the

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Achievement Strong standard

scissors correctly. They develop their hand-eye coordination from an early age, strengthening their finger muscles. Children quickly become familiar with the daily routines and talk about what is coming next. Children develop independence and can easily find their outdoor shoes and coats and put them on ready for outside play.

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Behaviour, attitudes and establishing routines Strong standard

Staff have a consistently calm, respectful approach with children that significantly contributes to children building positive relationships with staff and each other. Leaders work positively with parents so they know the importance of their children attending regularly and to arrive on time so they can benefit from the curriculum. Staff speak clearly, using entirely appropriate language so that children understand what is being asked of them. Children are familiar with the daily routines, and their behaviour is overwhelmingly positive. Staff are excellent role models for the children, they skilfully help children to think about their actions and support them to work together with their friends. When daily routines change due to the weather, for example, staff talk about the reasons why to support children's understanding. Staff's impactful teaching enables children to be motivated and have a highly positive

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Behaviour, attitudes and establishing routines Strong standard

attitude to learning. Staff's enthusiasm and engaging manner during circle times and music sessions results in children showing sustained interest, enjoyment and involvement at all times.

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Children's welfare and well-being Strong standard

Staff place a high priority on promoting children's well-being and feelings of belonging at the setting. They build secure, trusting relationships from when children start by listening and encouraging children to lead their own play. Parents confirm the trust their children develop with the staff through their sensitive and caring interactions. They comment on the highly effective communication staff provide for them and how they are extremely responsive to their children's needs. This contributes to a consistent approach for their children. Staff help children gain in confidence and begin to recognise and manage their feelings to ensure their emotional well-being is effectively supported. They remind children to wait for their turn and listen to their friends, such as when exploring musical instruments. Staff provide consistent reassurance and encouragement for children to keep trying at tasks they find challenging,

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Children's welfare and well-being Strong standard

such as using the balance bikes outside.

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Curriculum and teaching Strong standard

Children eagerly rise to staff's high expectations for what they can achieve. Staff instil a love of books for children, who spend time each session engaged in independent reading. Staff demonstrate consistently skilful teaching practice. Their positive interactions promote children's thinking skills and their speaking. Staff use descriptive words to widen children's vocabulary. For instance, during stories, staff talk about owls and hedgehogs being nocturnal. Staff introduce new words, such as 'grainy', to describe the texture of oil and flour when children mix them together during messy play. The curriculum is sequenced effectively to build on what children know already and extend learning. Staff quickly identify where there are gaps in children's learning and focus their interactions on helping them catch up. Staff expertly adapt their teaching to ensure all children can take part in a meaningful way,

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Curriculum and teaching Strong standard

such as simplifying the language they use and providing different resources. Staff skilfully incorporate several areas of learning as they play alongside children. They support children's mathematical learning as they measure quantities of materials using scoops and children take part in songs and rhymes that include numbers. Staff extend counting and discussion about numbers into outdoor activities, where children draw a hopscotch with chalks.

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Inclusion Strong standard

Leaders and staff quickly identify when children require additional support to improve their well-being and their opportunities for learning. They work effectively with parents, carers and other agencies who are involved to ensure children receive a consistent approach. Staff demonstrate a strong commitment to enhance their knowledge and skills and ensure they understand how best to support children's individual needs, for example children who are disadvantaged or those with special educational needs and/or disabilities. This significantly contributes to all children receiving a sustained and high-quality experience that is tailored to their specific needs. Children feel valued and listened to when they talk or express how they are feeling about particular aspects of the session. Staff skilfully adapt their approach during activities, such as singing, to enable all children to take part, build their confidence and

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Inclusion Strong standard

enjoy being fully involved with their friends. This enables children to transition to school successfully when the time comes.

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Leadership and governance Strong standard

The small staff team work very well together. They have a reflective and responsive approach, which results in changes being made to consistently meet children's individual care and learning needs. For instance, they have increased singing and musical sessions to further enhance children's communication and language skills and celebrate children's ideas. Leaders have high expectations for the staff and their own professionalism and continued improvement to help reduce barriers in children's learning. Staff are keen to continue to build on their own skills. They seek out relevant training to ensure they have the knowledge and understanding to meet children's specific needs. Positive partnership working with parents, carers and other professionals, including professional training, enables children to thrive. Highly effective communication with parents each day ensures children receive a consistent approach, which has a positive impact on their feelings of well-

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are greeted warmly by staff when they arrive. They are eager to talk about what they have been doing since they last attended and quickly settle into their play. Staff know the children well and spend time playing alongside and talking to children. Children thoroughly enjoy the staff's involvement in activities, which contributes to children developing confidence to explore. Children have time to practise the skills they are learning.

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Inspector:

Melanie Eastwell They are curious about how textures change when they mix different materials together, such as flour and oil. Staff ensure that each child who chooses to take part in the activity can measure and mix their own concoction to add to what is already there. Staff's consideration to support each child and to enable them to contribute to activities promotes children's self-esteem and feelings of belonging at the setting.

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Inspector:

Children learn about kindness, friendship and respect. Staff are positive role models for children. They listen to them and value their individuality, which helps children feel safe at the setting. Staff successfully guide children through discussion to work together and communicate with each other about how they are feeling. This results in children building positive relationships and engaging in detailed conversations during imaginative play. Children are excited to take part in music sessions as a group. They concentrate and show sustained interest as they choose songs and play instruments. Children know the names of the instruments, such as triangle, maraca and xylophone. Staff are highly supportive during these sessions. They encourage children to listen and identify the instruments from the sound they make. Children take turns and congratulate each other for their efforts and achievement.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or well-being.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Langton Community Hall Stonton Road Church Langton Leicestershire LE16 7SZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Hitchcock, Julie Elizabeth

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:15

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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