Nurture and Grow Childcare

(registration until: 15 Dec 2025)

Unique reference number (URN): 2808342 Address: Baby Bears Day Care, 128 Dunthorne Way, Grange Farm, Milton Keynes, MK8 0LW Type: Childcare on non-domestic premises Registered with Ofsted: 16/09/2024 Registers: EYR, CCR Registered person: Baby Bears Child Care 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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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, make consistent progress from their individual starting points across all areas of learning. They develop the skills they need to communicate their needs and express their opinions. They skilfully use a range of methods, including signs and now and next cards, to help them communicate with staff and their peers. Children show a love of books and reading and listen intently to stories. Children learn the knowledge and skills they need to move to their next stage of learning, including their move on to school.

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Behaviour, attitudes and establishing routines Expected standard

Staff plan a welcoming and positive environment for children. Relationships with children are strong and support them to feel secure. Staff are positive role models and there are clear expectations for children's behaviour. Children show that they know the routine and what is expected of them. If children's behaviour deteriorates, staff provide gentle reminders and use distraction techniques to defuse the situation. Group times and games support children to listen to their friends and wait for their turn to talk. These activities also support children to learn to share and take turns. As a result, children behave well for their age and stage of development. They play well alongside and with their peers, and older children are building positive relationships with their friends. Staff ensure that parents understand the importance of attendance and how this promotes relationships and establishes secure routines.

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Curriculum and teaching Expected standard

Staff know the children well and plan around their likes and interests. Activities are planned using weekly themes to support children's learning in all areas of development. Staff make adaptions to ensure that all children can take part in activities. This means all children make steady progress from their starting points. Regular observations and assessments ensure that appropriate next steps are planned to prepare children for the next stage in their learning. Children's communication and language is supported well. Staff ask children questions to help them think and extend their learning. Mathematics is woven into children's activities and play. For example, staff encourage children to count the scoops as they move foam from a tray to a container.

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Needs attention

Children learn about the world around them, including other cultures and religions. Older children are encouraged to recognise similarities and differences between themselves and others. Children learn to keep themselves safe. For example, older children confidently join in with discussions about crossing roads safely. With support from staff, children learn to be independent. For example, during lunch time children self-serve and clear their spaces when they have finished eating. Activities are well thought out and meet the needs of the children. Adaptions are made to ensure that all children, including children with special educational needs and/or disabilities and children with English as an additional language, benefit from the learning experiences. Children are provided with opportunities to be outdoors and develop their physical skills. They enjoy riding bikes and enthusiastically use brooms to sweep away the leaves.

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Inclusion Expected standard

Leaders and staff know the children and their families very well. They have a good understanding of the needs of the local community and the challenges some families face. Staff make adaptions to ensure that the nursery is available and accessible to all families. Regular observations and assessments identify when children need additional help and support to progress in their learning and development. Staff put together action plans to support children with special educational needs and/or disabilities which helps to close any gaps in their learning. For example, staff look at different ways to communicate with children, including now and next cards and simple signing. For children with English as an additional language, they use key words from the children's home language to support their understanding of what is happening. Staff work with parents to ensure there is effective communication to provide consistency for the children and support for their development.

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Inclusion Expected standard

This includes making timely referrals and working with other agencies to ensure children get the help and support they need in the quickest time possible. Funding is used to support children's individual needs. For example, through assessment, staff identify resources that will further support and enhance children's individual development.

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Children's welfare and wellbeing Needs attention

During busier times of the day, leaders do not always consider staff deployment to meet children's needs, especially at lunch time. They do not ensure that there are enough staff available to provide children with the supervision they need while they are eating, especially if other staff have to attend to routine tasks, such as nappy changing. This does not fully ensure children's safety and well-being during this time. However, staff meet children's personal care and individual needs well. Staff are aware of children's individual dietary needs and systems are in place to ensure these are always met. Communication with parents ensures that baby's food is prepared in an appropriate way to meet their individual needs. Staff build positive relationships with children, who they know well. They plan activities that help children to understand how to keep themselves healthy, and provide them with opportunities to be active. This includes running and climbing in the garden, and music

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Children's welfare and wellbeing Needs attention

and dance indoors. All children, even the youngest, are supported to manage their self care needs independently. Staff teach children why they need to wash hands before eating and ensure they have drinking water available throughout the day. Staff gather information about children's routines at home, including sleep times, and follow these, providing consistency for the children.

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Leadership and governance Needs attention

Although leaders have made significant improvements since the previous inspection, some of these are still being implemented consistently and are not fully effective at this time. For example, leaders do not consider how to deploy staff effectively to the areas where they are needed most, especially at lunch time. Staff have attended additional training focusing on the curriculum and safeguarding. As a result, staff understand their responsibilities to safeguard children. This has also ensured that staff have the knowledge and skills to provide children with a range of activities to enhance their learning and development. Staff report that they feel supported through regular one-to-one meetings, which provides them with opportunities to discuss any concerns and identify training needs. Parent partnerships are strong, and staff build strong relationships with children and their families. Regular communication means parents are aware of their child's day and the progress they are

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Leadership and governance Needs attention

Leaders and managers complete ongoing evaluations of the nursery to identify strengths and areas for improvement. This helps to drive continuous ongoing improvements and has led to changes in the curriculum design and the quality of teaching .

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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

Leaders and managers have made significant changes since the previous inspection. They have ensured that staff, including newer staff members, understand the policies and procedures in place to keep children safe. They have reviewed the safeguarding policy and ensured that all staff understand this and follow the correct procedures should there be concerns about a child or an allegation against an adult. New procedures have been implemented to support staff deployment and ensure that children are supervised effectively. For the most part these work well. However, during busier times, such as meal times, these are not always as effective.

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

Children arrive happy and they are greeted by friendly staff. They show that they feel safe and secure as they separate from parents. Staff know children's individual needs and plan effectively to meet these. Children have positive relationships with staff and seek them out if they need comfort or reassurance. Information gathered from parents supports staff to plan activities based around children's likes and interests. Staff welcome all children equally, this includes children with special educational needs and/or disabilities, and adaptions are made so all children can join in with activities. This means all children are well prepared for the next stage in their learning.

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

Children are supported effectively with their learning. Staff have had recent training to ensure they understand and implement the curriculum effectively so that all children make steady progress from their individual starting points. Staff provide consistent praise for children's achievements. This supports children to become confident learners who enjoy trying new challenges. Children play well alongside and with their friends. Older children are building lovely friendships and work together to discuss what games to play. Staff use spontaneous opportunities to teach children about what makes them unique and to celebrate their similarities and differences.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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Address:

Baby Bears Day Care 128 Dunthorne Way, Grange Farm Milton Keynes MK8 0LW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Baby Bears Child Care Limited

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Address:

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

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About this inspection

The inspector spoke with leaders, practitioners, and the SENCo 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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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 standard 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 standard 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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