Rosy Cheeks @ Little Sandon

Rosy Cheeks @ Little Sandon

Unique reference number (URN): 2739642 Address: Sandon Primary Academy, Normacot Grange Road, Stoke-on-trent, ST3 7AW Type: Childcare on non-domestic premises Registered with Ofsted: 19/07/2023 Registers: EYR Registered person: Rosy Cheeks Nurseries Ltd

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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

Leaders and staff know the children and their families extremely well. There are innovative strategies in place which help leaders and staff to work in collaboration with parents and/or carers. Together, they use precise methods to identify gaps in children's learning and children's emerging needs. Leaders are committed to ensuring children receive the right level of support and care they need. They tailor and adapt strategies as required which helps to ensure children with special educational needs and/or disabilities (SEND) continue to thrive.

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Inclusion Strong standard

Leaders swiftly recognise barriers children may face and put successful interventions in place. This includes supporting parents and, where needed, referring them to local food banks, advice centres and parenting classes. Partnership working with other professionals is highly effective. This helps to ensure the support that children receive reflects their changing needs. Established staff are well experienced in how to support children who are disadvantaged and those with SEND. They receive regular training that helps to keep their knowledge, skills and practice up to date. Newer staff receive effective coaching from leaders to help develop their confidence and skills in supporting children with SEND. Leaders think carefully about how to use any additional funding they receive to support children's needs. This is helping to make a positive impact on children.

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Achievement Expected standard

Children make continued progress in their development across all areas of learning. They are well prepared for the next stage of their learning, including transitioning to school. For instance, children learn new skills, such as how to use the pedals on a bike to move. They also develop their social skills through various group games, as they learn how to take turns and share. Children with special educational needs and/or disabilities (SEND) make progress from their starting points due to the specific and individualised targets set for them to achieve. Children of all ages develop their listening and understanding skills, through stories and circle-time activities. They are keen to share their ideas with their peers and with staff. Children with SEND use various aids to communicate and express themselves. All children develop the foundation for their future learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage relationships between children through the use of group games and activities. Children form secure bonds with the staff who care for them. They seek out adults when it is needed. Staff respond sensitively to children during these times. Staff praise children for what they do well. However, at times, some staff do not support children to learn and understand their emotions or the way their actions impact on others.

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Behaviour, attitudes and establishing routines Expected standard

Routines and transitions have been well thought out. When children are taken to the forest area, it is clear that they understand the routine and the route to take. For instance, they line up at the different gates and run straight to the table to sit down. In addition, at certain times, staff use strategies for children with special educational needs and/or disabilities to help them understand what is happening next.

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Behaviour, attitudes and establishing routines Expected standard

Leaders place a clear focus on children's attendance and punctuality. They support parents to understand the benefits of regularly attending the setting and find out reasons for any absences. This helps to support children to develop positive attitudes towards their future education. Most children sustain high levels of engagement as they play.

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Children's welfare and well-being Expected standard

Children are provided with a range of healthy, balanced and nutritious meals throughout the day. Staff adapt routines to meet the individual needs of children. For example, they have put in place a strategy for children with special educational needs and/or disabilities to allow them to use gestures and simple signs to indicate when they are ready to eat and when they do not want any more food. Staff are very responsive to children during this time.

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Children's welfare and well-being Expected standard

Staff take steps to monitor children's health throughout the day. This includes supporting children to wipe their noses and wash their hands as needed. Staff respond immediately to children if their nappies need changing and assist with toileting needs. Staff support children to build on their independence, as they are offered choices and some staff provide opportunities for children to assist with dressing and getting ready.

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Children's welfare and well-being Expected standard

There are lots of opportunities for children to get physical as they play outside. Staff deploy themselves to supervise the children well. They quickly intervene when children are attempting to play unsafely. However, on occasions, some staff do not support children to learn how their actions impact on others. This can negatively impact on other children's emotional well-being during this time.

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Curriculum and teaching Expected standard

Staff offer a range of adult-led experiences for all children. These activities are based on what they know children need to learn next. Children have lots of opportunities to engage in play of their choice and enjoy the learning experiences on offer. They love to explore outside, which includes a forest area. Staff support children to develop their physical skills, such as running, climbing and balancing. However, some staff do not think carefully enough about how they can extend children's learning and understanding as they access play experiences. This does not ensure all children fully benefit from the curriculum on offer.

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Curriculum and teaching Expected standard

Children have lots of opportunities to listen to stories and sing rhymes. Most staff read with lots of expression and enthusiasm. This helps to sustain children's interest in the story. Some staff support children's communication and language skills very well, as they teach children new words and provide space for them to think about their responses. These staff also support children's knowledge of early mathematics, as they start to count and talk about shapes. However, leaders have started to identify that some staff's teaching practice and delivery of the curriculum could improve further to ensure all children consistently receive high-quality teaching and learning experiences.

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Leadership and governance Expected standard

Leaders have secure knowledge of the setting's context and of the families and children who attend. They have a clear vision for the setting. Leaders have identified areas of strength and what they would like to improve further. Staff have one-to-one meetings with leaders and are able to reflect on their practice. However, leaders have only recently started to identify and address how staff's individual teaching practice could be improved even further.

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Leadership and governance Expected standard

Induction arrangements are well thought out. This helps develop staff's understanding of the policies and procedures which support them in their roles and responsibilities. Leaders place a strong focus on supporting staff's well-being and they take steps to manage this. Staff are provided with ongoing training opportunities to help develop their confidence and knowledge. The process for transitions and partnership working with the school is a key strength of this setting. Staff and leaders ensure that clear information about the children is shared with other settings that children are due to attend. This helps to ensure children receive the consistency they require. Parents comment positively about the setting and the support they and their children receive.

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

Most children excitedly leave their parents at the door and come straight inside to play. Staff support children who enter the setting slightly unsettled. They provide them with care and love. Leaders place a clear focus on children's attendance and punctuality. They help parents to understand the benefit of regularly attending the setting. Before long, all children are settled and ready to engage. Staff provide a wide range of experiences for children, both inside and outside. Children develop hand-eye coordination and muscle strength as they fill and empty using sand, gloop and leaves. They maintain high levels of engagement as they play. Staff provide a range of adult-led experiences for children, based on their individual needs and what they need to learn next. This helps to support all children, including those

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Inspector:

Louise Chinyuku with special educational needs and/or disabilities (SEND) to make continued progress in their development. This also prepares children well for the next stage of their learning.

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Inspector:

Children know their routines well. For example, at mealtimes, children who will be transitioning to the school, line up in the school hall, alongside school children, take their tray and sit at the table. In addition, most children know when the tambourine shakes, it is time to 'stop and listen'. Staff carefully support children with SEND to build on their communication and language skills, as well as listening and attention skills. For example, during 'bucket time' and very small group activities, staff use simple language and carefully introduce single words to narrate what they are doing.

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Inspector:

Staff support children to learn how to successfully move a bike using its pedals. They respond quickly to children who are unsteady, providing them with the specific support they require. Children with SEND and those who face other barriers to their learning, receive swift intervention and support from leaders. Strategies and plans are reviewed regularly, and support plans are adjusted as needed. This helps to ensure children receive the support, care and help they require over time.

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Next steps

Leaders should support staff to extend and build on children's knowledge as they take part in play of their choice. Leaders must ensure staff consistently help children to develop independence, understand their emotions and feelings, and learn about how their actions may impact others.

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About this inspection

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

Sandon Primary Academy Normacot Grange Road Stoke-on-trent ST3 7AW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rosy Cheeks Nurseries Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00

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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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