RAFA Kidz Worthy Down

RAFA Kidz Worthy Down

Unique reference number (URN): 2744668 Address: Ministry Of Defence, Worthy Down Camp, Worthy Down, Winchester, SO21 2RG Type: Childcare on non-domestic premises Registered with Ofsted: 11/08/2023 Registers: EYR Registered person: Rafa Kidz 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

Children's behaviour and attitudes are a strength in this nursery. Children show patience and an awareness of others around them. Children play cooperatively and readily share toys and resources and take turns. Staff are excellent role models and consistently use positive language and behaviours which has the desired impact on how children treat both each other and their environment.

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Behaviour, attitudes and establishing routines Strong standard

Children persevere during tasks, such as getting ready to go outside. Established routines throughout the nursery successfully support children to have an understanding of what is happening next. For example, babies have stories before being soothed to sleep by their key person. This familiarity helps them to settle quickly and to feel secure. When moving between rooms, children have a bespoke programme to aid a seamless transition. This event focuses on emotional preparation and considers children's unique needs, helping them prepare for their next level of learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have worked hard with parents to improve children's attendance. Parents have a positive understanding of the links with good attendance and successful learning. They work alongside nursery staff to achieve the best possible outcomes for children.

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Children's welfare and wellbeing Strong standard

The staff are very kind and develop positive, warm relationships which support all children, including children with special educational needs and/or disabilities (SEND). This enables children to feel valued and loved. Staff place an enduring emphasis on children recognising and understanding their emotions through interactive stories, interactions and activities. The solid focus on communication and language allows children to express their emotions and ideas.

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Children's welfare and wellbeing Strong standard

Staff embed consistent care routines with the children, such as regular handwashing and being independent when going to the toilet and when they are blowing their own noses. Staff use sociable mealtimes to discuss topics, such as healthy eating. Children are encouraged to try new foods. Babies use cutlery to feed themselves and demonstrate a high level of independence. The nursery's chef home cooks nutritious and delicious meals which children positively relish. Staff efficiently thread regular exercise, activities and discussions around oral health into the curriculum.

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Children's welfare and wellbeing Strong standard

Children's transitions to school are extremely well supported, especially for those children who face barriers to their learning. Leaders ensure that effective systems are in place to establish important links and pass on detailed information. The thoughtful organisation of the environment allows children and babies to investigate and explore. Staff know when to step back and allow babies to explore in confidence. Older children begin to develop their own preference with confidence.

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Inclusion Strong standard

Staff create an inclusive environment in which children feel valued and ready to learn. Leaders have a in-depth understanding of the importance of meeting the unique needs of children who face barriers in their learning. As the nursery predominantly provides education and care for children of military personnel, leaders and staff have developed considerable expertise and flexibility in addressing the distinctive needs of these families. They are wholly committed to ensuring that all children and their families receive tailored support that reflects their individual circumstances. Leaders tailor learning opportunities towards children's specific needs. They take swift action to identify concerns about a child's development. They liaise with families and make appropriate referrals to outside agencies. Leaders use additional funding to provide targeted support and enhance children's overall engagement

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Inclusion Strong standard

learning in experiences. For example, leaders use additional funding to deploy staff so that children who need individualised support are provided with a personalised and precise approach that successfully meets their needs.

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Inclusion Strong standard

Staff engage in additional training programmes to ensure that children with special educational needs and/or disabilities have their emotional and developmental needs met. For example, staff are acutely aware when some children are likely to feel overwhelmed. They use personalised strategies to enable children to feel safe and secure. This approach ensures that children are able to play and learn alongside their peers and make sustained progress from their starting points.

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Leadership and governance Strong standard

The leadership team is dynamic and places children at the heart of all they do. They are committed to improvement and have identified ways to develop staff's professional skills, particularly to raise the quality of interactions and embed the curriculum. Leaders provide a high-quality service for local families and work hard to adapt the curriculum and routines to support military families. They strive to deliver the best outcomes for all children, including those facing barriers to learning. Families speak highly of the support they receive, including home learning ideas and help when a parent is serving away. This shared approach strongly supports children's learning and emotional health.

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Leadership and governance Strong standard

Leaders identify and make swift referrals to outside agencies so that children can benefit from targeted support. They use additional funding precisely to give children experiences that they may not have had before or to provide resources to support their physical strength. Leaders and staff reach out to their local community. For example, they have created a

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Expected standard

nursery growing garden where local families can freely access the produce that the children grow. Leaders are aware that some families may feel isolated when moving to the area.

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Expected standard

Leaders recognise inconsistencies as staff develop skills and include these in professional development plans. Mentorship helps staff embed practice, while leaders promote work-life balance and well-being, ensuring a happy, safe environment for children.

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Achievement Expected standard

Children achieve well across all areas of learning. Babies develop physical skills and enjoy stories and songs, while older children build mathematical understanding and phonics knowledge through engaging activities. Children, particularly babies, develop robust communication and language skills, achieving well from their starting points. Staff use visual cues and hand signs to support the youngest children who are beginning to develop their language skills although this approach is not always consistent.

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Achievement Expected standard

Children achieve and are ready for the next stage in their education, such as moving on to school. Children benefit greatly from a bespoke handover of their achievements and next steps in learning if they move abroad due to their parents' deployment. This unique support allows continuity of care, so children receive the appropriate level of learning and emotional support when attending an early years provision in a different country.

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Curriculum and teaching Expected standard

Leaders provide a broad, balanced, and flexible curriculum that prioritises children's emotional well-being alongside learning, giving them a strong foundation from the start. Staff use children's interests and prior knowledge to deliver all areas of learning in creative ways. The curriculum is adapted to offer precise, targeted support, ensuring that children with special educational needs and/or disabilities (SEND) make consistent progress in their development.

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Curriculum and teaching Expected standard

Babies have ongoing opportunities to crawl, cruise and walk. They show delight in a rich language environment, such as enjoying stories and singing, clapping hands and repeating actions. Staff teach them how to count as they squeeze pegs to place socks onto a makeshift washing line. Staff and children celebrate when this is achieved for the first time. Older children practice their maths skills as they count out eight legs of a toy spider. Staff extend children's thinking and explain that spiders have two more legs then insects, who have two. They offer support by breaking down sounds for children who need help with their emerging vocabulary. Children beam with delight and exclaim that 'shovel starts with the sound shh'. Staff use observation and assessment to keep track of children's existing knowledge and what they need to be learning next.

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Curriculum and teaching Expected standard

Overall, staff deliver effective teaching that supports children's progress and involvement. However, there are times when this can be inconsistent as some staff develop their teaching skills.

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

Children thrive in this nurturing and inclusive setting. Inspiring leaders and staff help all children to flourish in their learning and development. Children demonstrate high levels of engagement and involvement in a variety of activities that staff have planned for them. Staff use their skills to engage and interact with children. They listen to what they have to say and encourage children to offer their opinions. This helps children to feel valued and listened to and to develop a sense of belonging. Children are highly motivated and demonstrate a positive anticipation when activities are about to begin. For example, babies quickly negotiate obstacles to join staff in a sensory activity. Their squeals of laughter can be heard throughout the nursery as they engage in exciting and age-appropriate play. Older children are attentive to instructions when making play dough. Staff encourage them to be independent in tasks, such as measuring and naming ingredients. Children quickly learn

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

sequencing which allows them to remember the order of instructions and make play dough independently.

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

The nursery largely provides education and care for military families. Children benefit from staff who are specially selected for their skills, caring nature and ability to understand the uniqueness of military family life. For example, providers ensure skilful staff receive training to recognise and react to the impact on a child's life and overall routine when a parent and/or parents are on deployment. Staff work hard to develop very strong bonds with children and are extremely sensitive to changes in the home. Staff are very attentive to children's emotional needs. This helps children to feel safe, secure and loved.

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Next steps

Leaders should provide staff with further support and guidance to help them implement and embed a broad and ambitious curriculum for all children.

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Address:

Ministry Of Defence Worthy Down Camp, Worthy Down Winchester SO21 2RG

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this inspection

The inspector spoke to leaders, practitioners, parents and children 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 provision that is registered on the Early Years Register. The registered person must ensure that the 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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