Little Rascals Childcare

Little Rascals Childcare

Unique reference number (URN): EY543464 Address: Segedunum Bath House & Museum, Station Road, WALLSEND, Tyne and Wear, NE28 6HR Type: Childcare on non-domestic premises Registered with Ofsted: 06/01/2017 Registers: EYR Registered person: Rascals Playtime Childcare Limited

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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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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) are highly valued, promptly identified and consistently well supported within the setting. Robust systems ensure that SEND needs are identified at the earliest opportunity and that children receive timely, well-coordinated support. Individual support plans are clear, purposeful and consistently implemented by knowledgeable staff, enabling children to make meaningful progress. Staff work collaboratively with leaders and a range of external professionals to secure appropriate specialist support and funding, ensuring that strategies are carefully tailored to meet each child's individual needs. This inclusive approach effectively meets the needs of disadvantaged children, those currently or previously known to children's social care, and those facing additional barriers to learning and wellbeing.

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Inclusion Strong standard

Parents are fully engaged as partners in their children's learning through regular, purposeful meetings with staff. They speak positively about the high level of support provided for both their children and their families. Parents have a clear understanding of the targeted interventions in place and how these contribute to children's progress. Leaders prioritise high-quality professional development, ensuring staff access a wide range of training to continually strengthen their knowledge and practice. Leaders make effective use of local network groups to evaluate, share and refine practice. Insightful partnerships with nurseries and schools further support smooth and well-planned transitions as children move on to their next stage of learning.

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Achievement Expected standard

Children are typically achieving well and are prepared for the next stage in their learning. Staff focus their teaching on the three prime areas, and this helps children build a solid foundation of knowledge and skills. Children use a range of vocabulary and are confident to talk through ideas and solve problems together. They are independent, enjoy exploring and are motivated and confident to try new things, displaying a real sense of achievement. At times though, some children lose focus in the activities available to them. Children make progress in their physical development. For example, they balance on stepping stones and climb on tyres. Babies learn to roll, crawl and pull up to a standing position. This builds their confidence and resilience and gives them a sense of achievement when they succeed. Children, including disadvantaged children, those with special educational needs and/or disabilities, and those who are known, or previously known, to

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Achievement Expected standard

children's social care, achieve well from their starting points to reach developmental goals through individual targeted plans. Staff update parents about children's progress in many ways, including an online platform, assessments and stay-and-play sessions.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well in the setting. They are polite and friendly and learn to share, take turns and cooperate with each other. Staff communicate clear expectations for the children. For example, children all hold on to a rope when they walk outside, only letting go when they get to the outdoor play area to ensure they are kept safe. Staff praise children to reinforce positive behaviour and build children's self-esteem. Occasionally, there are some minor inconsistencies in staff interaction with children, which does not always promote high levels of engagement in learning for some children.

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Behaviour, attitudes and establishing routines Expected standard

Children develop a positive relationship with staff. For example, babies go to familiar staff for cuddles when tired or upset. Staff work well with parents to gain a thorough understanding of each child's routine and stage of development before they start. This supports children's transition into the setting and enables staff to plan activities that are tailored to children's individual interests and learning. Children have opportunities to develop their independence skills. For example, at snack and mealtimes, children help set the table and serve their food and drinks. Leaders appropriately follow up children's attendance and absences. This supports children's wellbeing and supports families to develop routines of regular attendance for children's learning. Leaders and staff work actively with families and professionals of those children who may face barriers to their attendance and learning.

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Children's welfare and well-being Expected standard

Leaders create a safe, welcoming space where children typically enjoy play and learning. Staff offer a flexible routine to offer children time to explore activities and resources and take the lead in their learning. For example, children choose when they want to have their snack, so their play is not interrupted. However, at times, some children do not fully engage with the activities planned and occasionally wander around the setting. Effective settling-in procedures help children develop a secure sense of emotional wellbeing. Staff effectively follow individual care routines for babies, such as sleeping and weaning routines. Key persons prioritise getting to know each individual child and their families, which supports secure relationships and children's emotional development.

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Children's welfare and well-being Expected standard

Children with special educational needs and/or disabilities are supported very well in the setting. Staff work closely with external professionals and parents to ensure children are valued and to promote engagement and inclusion. Children adopt healthy lifestyles. They participate in physical activities, such as jumping on stepping stones and climbing on obstacle courses outside. Children enjoy home-cooked meals and snacks and persevere in mastering self-help skills, for example when washing their hands and serving their own food. Staff plan activities to promote oral health. Children use toothbrushes and models of teeth to practise their brushing skills as staff read a book about cleaning teeth.

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Curriculum and teaching Expected standard

Staff provide a welcoming environment to give children opportunities to explore and learn and demonstrate a generally good understanding of the setting's curriculum intent. They support sequenced learning and children's next steps. Staff support children's communication and language and introduce vocabulary through their daily conversations and using stories and songs. They weave mathematical ideas into play and routines. Children attempt to make different shapes using their hands following an activity drawing around shapes, embedding mathematical learning. Staff plan the curriculum outdoors to meet the needs of all children, supporting their physical development and coordination.

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Curriculum and teaching Expected standard

Staff promote the development of fine motor skills through using various-sized equipment for pouring and filling, and mark making in water play. For example, children show delight in using different-sized brushes and rollers to make marks on the wall with water and bubbles, then splashing in the puddles. Children benefit from meaningful interactions that positively impact the progress they make from their starting points. Staff adapt their approach well for children with special educational needs and/or disabilities. However, at times, staff working with younger children do not consistently adapt the curriculum to engage children fully in their learning.

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Leadership and governance Expected standard

Leaders have a clear vision for providing high-quality care and education in the setting. They are passionate and reflective about providing the best service to children and their families and demonstrate a strong commitment to creating a supportive and inclusive environment. Effective partnership working with parents is extremely important to leaders and staff. Staff work closely with parents and provide regular feedback to ensure parents know what their children are doing and understand their next steps in learning.

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Leadership and governance Expected standard

Staff wellbeing is paramount. Staff benefit from regular supervisions and contact with leaders. Staff comment on the support they receive and the open-door policy at the setting. This supports positive relationships and staff morale and contributes to effective teamwork. Leaders monitor practice through room observations, peer observations and evaluating children's assessment. Leaders know the strengths and identify some areas for development. For example, recent forest school training has led to increased opportunities for children to be curious and investigative when playing outside. While leaders prioritise continued professional development, there is scope to tailor this more precisely to the individual needs of staff to ensure all have a secure understanding of the curriculum and how to adapt this, particularly for the younger children.

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

At this welcoming setting, babies and children generally achieve well. On arrival, staff welcome children at the door. Children hang up their coats and bags and settle into their room routines. Leaders set high expectations for children's behaviour and attitudes to learning. Staff provide praise and encouragement for children as they play, supporting confidence and developing their self-esteem. Children develop positive relationships with staff. Staff respond sensitively to children's care needs and provide cuddles and reassurance as children settle into nursery or when upset. Staff provide a variety of focused activities for children. For example, older children learn how to make dough using different ingredients and use a variety of tools to manipulate textures. They show excitement as they feel the different textures, using words such as sticky and wet.

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

Babies explore coloured materials and enjoy playing peekaboo with staff. Staff support their physical development through encouraging them to roll, crawl and walk. Children are typically engaged in play; however, staff do not always adapt teaching and learning for younger children. This leads to some younger children wandering around and not always fully engaged in learning.

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

Children know the routine well. They are becoming independent during snack and mealtimes. They serve their own meals skilfully using utensils and independently pour their own drinks. This gives children a sense of achievement and helps them develop their independence ready for school. Children with special educational needs and/or disabilities are well supported to achieve and thrive. Staff work well with other professionals and support with transitions when children move to their next setting.

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Next steps

Leaders should support staff working with younger children, so they understand the curriculum well and can provide effective interactions that keep children focused and engaged.

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Address:

Segedunum Bath House & Museum Station Road WALLSEND Tyne and Wear NE28 6HR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rascals Playtime Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator and parents 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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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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