Cedar House Day Nursery

Cedar House Day Nursery

Unique reference number (URN): EY466733 Address: Ransom Wood Business Park, Southwell Road West, Mansfield, Nottinghamshire, NG21 0HJ Type: Childcare on non-domestic premises Registered with Ofsted: 14/08/2013 Registers: EYR, CCR Registered person: Smarties Private Day Nursery 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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Behaviour, attitudes and establishing routines Strong standard

Staff are consistently positive role models, gently supporting children to take turns, share and work together during play. They support children effectively to resolve their own conflicts. Children fully understand these embedded practices, and when minor squabbles occur, pre-school children remind each other of sharing and give their friend a hug. This sees them quickly return to positive play without staff intervention. There are consistently high expectations for children's behaviour and attitudes to learning. Staff have thoughtfully developed a variety of strategies to help motivate individual children to develop positive behaviours. For example, some children thrive on being a helper for the day, while other children show excitement at achieving stickers.

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Behaviour, attitudes and establishing routines Strong standard

Staff have built highly positive relationships with the children in their care. Even the youngest children settle well, cuddling up to staff to join in activities. Staff understand that some children with special educational needs and/or disabilities find changes in the daily routine a challenge. They work with children's preferred self-regulation techniques, enabling them to fully access the activities on offer.

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Behaviour, attitudes and establishing routines Strong standard

Leaders routinely monitor attendance and ensure any lapses are checked to keep children safe. Staff consistently work closely with parents to help them understand the importance of regular attendance and the positive impact it has on their child's development.

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Children's welfare and well-being Strong standard

Staff are highly responsive to children's needs and prioritise children building secure attachments with their key person. This helps children who are new to the setting to quickly settle and feel safe and secure. Very young children develop a sense of belonging and become increasingly confident and independent in their surroundings.

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Children's welfare and well-being Strong standard

Leaders consistently support children's health and wellbeing. Children are provided with nutritious meals, and robust systems are in place to ensure children's dietary needs are met. Staff create a calm, comfortable environment for children who need to rest. They regularly check that children remain safe while they sleep. Staff support children to learn about dental care, and parents state that their children are showing a greater interest in brushing their teeth at home. Children have lots of opportunities for physical play. Toddlers understand that

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Expected standard

they must walk up steps when accessing large outdoor climbing equipment so they do not slip. Staff provide helpful reminders to children as they play.

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Expected standard

Leaders prioritise all children's early independence skills, which are thoroughly embedded in daily routines. Babies are supported to use spoons to eat lunch and hold beakers themselves. Staff positively encourage children to recognise and undertake important self- care skills. Children recognise when they need the toilet. They eagerly wash hands before meals, wipe their noses and put tissues in the bin. This consistently supports all children to develop positive hygiene practices.

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Achievement Expected standard

Children make progress from their starting points and are ready for their next stage of education. Babies babble back-and-forth to staff, and toddlers readily join in singing familiar songs. Pre-school children recall a recent story about a bear hunt. They work with their friends and staff, repeating the story as they search for bears among the trees. Children develop their small-muscle skills, and toddlers enjoy completing simple jigsaw puzzles. They persevere, twisting the puzzle pieces around until they fit.

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Achievement Expected standard

Overall, children achieve well from their starting points and gain skills that will prepare them for their move on to school. Pre-school children develop their motor skills effectively, building their strength and coordination on the equipment in the outdoor play area. Toddlers show increasing control and dexterity as they use tubs to scoop up sand, making pretend ice- cream cones. That said, children do not always engage in meaningful learning and play. When staff are busy completing necessary chores, some children do not receive the interaction they need from staff. This causes children to flit between activities.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that builds on children's existing knowledge and skills. Staff are vigilant, identifying when to extend activities to support new learning. For example, staff notice toddlers' emerging interest in numbers. Staff provide additional resources, adapting their vocabulary to support this.

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Curriculum and teaching Expected standard

Leaders work with staff to identify the most important areas of learning in each room. This helps staff to sequence the opportunities they provide so that children make progress from their starting points and are ready for their next stage of education.

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Curriculum and teaching Expected standard

Staff support smooth transitions for all children. When children move between rooms, key persons meet to share information, ensuring continuity of care and learning. Children receive supported settling-in sessions where they participate in new activities and routines. Children settle quickly, and their needs continue to be met. Leaders and staff know their key children well, including what makes them unique. Staff determine appropriate next steps and embed these in children's play. This includes children with special educational needs and/or disabilities. At times, some staff are busy completing necessary chores, which results in children receiving fewer purposeful interactions. This means children sometimes lack the support needed from staff to engage in meaningful learning and play.

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Inclusion Expected standard

Leaders and staff know the unique children in their care well. They accurately assess children's development and achievements to determine appropriate next steps, which are embedded in the planning for children's play.

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Inclusion Expected standard

Leaders and staff identify children with special educational needs and/or disabilities (SEND) early. Staff work with external professionals to embed tailored plans to help children achieve their targets. That said, some staff are not yet fully confident when working with parents to ensure children receive all the specialist support needed to enable them to make rapid progress.

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Inclusion Expected standard

Leaders use funding effectively to support children. For example, targeted funding is used to support one-to-one interventions for children with SEND, purchase appropriate resources to support children's development and provide specific training for staff. Leaders work with staff to monitor and review the impact this has on children's learning to ensure that it helps to improve outcomes for children.

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Leadership and governance Expected standard

Leaders ensure that staff receive regular supervision and have dedicated time to access training opportunities to enhance the provision further. Staff who work with toddlers have received training to help them implement more adult-led activities. Leaders state that toddlers are now more engaged in their play.

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Leadership and governance Expected standard

Leaders and staff develop positive relationships with parents. Parents say that they receive effective communication from the setting and that the key-person system works well. Parents state that their children are making friends and are developing their social skills.

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Leadership and governance Expected standard

Leaders enhance children's experience of the local community. They invite local professionals into the setting, such as the police, to provide children with knowledge about the different jobs people do. This helps children gain access to wider experiences that they may otherwise not have.

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Leadership and governance Expected standard

Leaders are reflective and strive to provide children with the best experiences and learning environment they can. They have clear plans and know which areas they need to focus on to enhance the provision further. They recognise that recent changes in management, and some staff roles, are still being embedded. As a result, some staff are not yet fully confident and proactive when working with parents of disadvantaged children to ensure they receive the specialist support needed to make rapid progress. Leaders have arranged for further training and mentoring to ensure staff are confident in their roles.

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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 enjoy their time at this welcoming nursery. They build secure attachments with their key person, helping children to settle quickly and feel safe and secure. Children confidently explore the environment and are keen to be involved in the nursery routines. For example, toddlers are eager to assist staff when getting ready for outdoor play. Children happily get their own wellington boots and count their friends as they line up at the door ready to go outside.

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

Children of all ages are engaged in their play and learning and are progressing well. Even the youngest children show excitement as they get ready to play in the enticing outdoor environment. Staff provide safe supervision, and support, as toddlers use their muscles to climb outdoor play equipment. Babies enjoy taking part in nature walks with their friends. They use their senses as they tentatively feel the wet leaves, with staff providing gentle reassurance. Pre-school children bend and stretch as they work with their friends, busily collecting autumn leaves to put in small wheelbarrows. This helps children develop their physical skills.

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

Leaders promote an inclusive environment for all children. Staff set out a varied range of activities that reflect children's interests and abilities and are closely aligned with their next steps. As a result, all children, including those with special educational needs and/or disabilities, make good progress from their starting points. Staff fully understand that children are individuals. They have thoughtfully developed a variety of strategies to help

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Inspector:

Susan Hyatt motivate children to develop positive behaviours. Children are supported well to develop the social skills needed to play and learn cooperatively with others and build friendships.

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Next steps

Leaders should strengthen staff practice to ensure consistent high-quality interactions across the setting, so all children make rapid progress. Leaders should ensure all staff work consistently in partnership with parents, particularly for children who are disadvantaged and those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, apprentices 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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Address:

Ransom Wood Business Park Southwell Road West Mansfield Nottinghamshire NG21 0HJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Smarties Private Day Nursery Limited

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Address:

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

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Address:

Local authority: Nottinghamshire County Council

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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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