The Links Day Care Centre Ltd

The Links Day Care Centre Ltd

Unique reference number (URN): 200809 Address: Nathaniel Newton First School, Victoria Road, Nuneaton, Warwickshire, CV10 0LS Type: Childcare on non-domestic premises Registered with Ofsted: 15/06/1995 Registers: EYR, CCR, VCR Registered person: The Links Daycare Centre 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 have had extensive experience and training, which is reflected in the way they consider each child's needs and background. They warmly welcome and value all children and their families. Leaders and staff work closely with parents and carers to identify their child's starting points in development. They place a particular importance on children's language and communication skills. This helps staff to make a positive difference for children from the beginning. Staff are able to swiftly identify when children need support and their proactive interventions means children's learning and that of those around them are not interrupted.

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Inclusion Strong standard

There are high expectations for each and every child. Leaders and staff continuously and skilfully reflect together on children's progress and the strategies that are in place. Leaders know the importance of supporting parents to access the relevant funding and assessments to support children for the next stage in their learning. In addition, leaders have built strong partnerships with other professionals, which supports the setting to further identify and tackle any barriers children and families may face. Funding has been used to purchase resources, such as sensory toys, that not only help children to calm but continue to support with their development as well. For example, children benefit from one-to-one time with their key persons, while learning turn-taking skills and building on their vocabulary.

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Leadership and governance Strong standard

The best interests of children and their families is a high priority at this setting. Leaders consider each cohort of children and how to best support them and meet their unique needs. Leaders maintain a clear and realistic view of the setting's strengths, with the support of a reflective team. Together, they continuously adapt or take steps to improve the curriculum or teaching strategies to meet the individual needs of children. Leaders recognise they are still building on helping all children to understand and regulate their own feelings and emotions.

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Leadership and governance Strong standard

Staff feel extremely valued and supported in their roles, especially with how they are supported to meet the needs of children with special educational needs and/or disabilities. This is because when training needs are identified leaders swiftly support staff and ensure all training is shared with the team as a whole. This supports consistency in practice and has a positive impact on outcomes for children.

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Expected standard

Parents speak highly of the communication and support they receive from the setting. They express their children thrive in the setting, which has a whole benefit on their families.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, make evident progress in their learning. Children progress particularly well in their communication and language skills. Some children who previously struggled to communicate with adults are now able to make eye contact and initiate interaction. Progress is also evident in social development. Children gain confidence and increasingly use movement and actions to represent ideas during play. For example, they demonstrate creativity by mimicking actions, such as flying or stomping to represent different dinosaurs they are naming. This shows growing confidence in expressing themselves through both verbal and non-verbal means. Children are developing skills for school, but occasional inconsistencies in teaching practice mean they do not always make maximum progress to enable them to develop a thorough understanding of their own wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and have high expectations for children's behaviour. Children have strong relationships with adults and their peers. They communicate well as they share toys with each other. For example, they express whose turn it is or offer their friends another toy. Children show their confidence in the routine of the day, this is because staff sing songs to help them to understand what is happening next. For example, as they sing 'tidy up', children confidently help their friends to find where resources belong. Staff typically praise children to further promote these positive behaviours. Children would benefit even further from an equally consistent approach to helping them to understand and manage their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Staff demonstrate how they consider children's attendance effectively and individual to each family. They understand the importance of regular attendance and work with parents and carers to ensure that the sessions their children attend best support their individual routines and needs.

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Children's welfare and well-being Expected standard

Leaders and staff prioritise children's wellbeing. They know the positive impact of children feeling safe and secure in the setting has on their learning. Staff build warm relationships with children, which help children to feel secure. They carefully consider routines to support with the transitions of the day. Some children go home or arrive at lunchtime, so staff deploy themselves effectively to ensure that children's experiences are not disrupted. Furthermore, staff support children with special educational needs and/or disabilities to wind down and regulate before they go home or when staff recognise that they need additional support during their day.

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Children's welfare and well-being Expected standard

Staff encourage children to develop their independence. For example, children scrape their own plates after mealtimes. Although children would benefit further from consistent explanation from staff around why self-care skills are important. Children have continuous access to the outdoor area. Staff encourage children to decide how long they want to be outside. Children express excitement as they splash in puddles and pretend to stomp like dinosaurs as they explore how rain changes sand.

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Children's welfare and well-being Expected standard

Staff use books and resources to help children to label their feelings. Children are beginning to recognise their emotions. Leaders and staff are building on how the curriculum and teaching could support children to manage their own feelings and to understand how others may feel.

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Curriculum and teaching Expected standard

Leaders share a varied curriculum that covers the seven areas of learning, they explain how the curriculum is adapted to meet the needs of the current cohort of children.

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Curriculum and teaching Expected standard

Staff are aware of where all children are in their development, including children with special educational needs and/or disabilities. From the beginning, staff use assessments to determine where children are in their development. They know the importance of working with parents and carers as they do this. In addition, they complete an additional assessment, which focuses solely on assessing all children's communication and language development to ensure the appropriate support is in place.

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Curriculum and teaching Expected standard

Staff use visuals to aid communication and respond promptly to children needing extra support. They plan learning around children's interests, such as creating vehicle tracks to engage children and improve focus. Mathematical language is embedded in play, for example using size comparisons when exploring dinosaurs.

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Curriculum and teaching Expected standard

Staff teach and encourage children to do things for themselves, such as wiping their own nose and washing their hands, but they do not explain why this is important to do. This does not consistently help to prepare children more readily for the next stage in their learning.

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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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Voluntary Childcare Register requirements

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

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Register

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

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

Leaders value each child's uniqueness. For example, they carefully consider the best sessions for children to attend. Children thrive in this inclusive, caring and engaging environment. Children have positive and secure relationships with staff. This is because staff know each child extremely well. This helps children to explore confidently as they free flow between the rooms and outdoor area. Children show joy as they explore puddles in the rain and share these experiences with their friends and adults.

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

Children feel heard and are supported to develop communication skills, which support them in building relationships with their peers. All staff adapt their teaching and communication strategies to each child, depending on their age and stage, especially to support children

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Inspector:

Tina Twynham with special educational needs and/or disabilities. As a result, children are engaged for long periods of time in play and learning with staff. Staff work closely with families, which supports the progress children make from their starting points. Leaders and staff swiftly identify and act on any gaps in children's learning and work smoothly with external agencies to enhance the already excellent support in place to support children in their development. This includes the best way to use additional funding to meet the needs of children. In addition, parents and carers share how knowledgeable staff are to support them as a family, to reduce barriers to their children's learning and day-to-day lives at home as well.

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Inspector:

Children behave well. Staff positively remind them of the expectations. For example, staff use signing to remind children to use their 'walking feet'. Staff encourage children to develop their independence and social skills. They express their interests and needs clearly, especially at mealtimes.

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Next steps

continue to enhance teaching to support children to be readily prepared for the next stage in their learning, in particular around their self-care skills and regulating their emotions.

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About this inspection

The inspector spoke with leaders, staff 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:

Nathaniel Newton First School Victoria Road Nuneaton Warwickshire CV10 0LS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Links Daycare Centre Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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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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