Cocoon in Margate

Cocoon in Margate

Unique reference number (URN): 2749008 Address: Cliftonville Community Centre, 23 St. Pauls Road, Margate, CT9 2DB Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2023 Registers: EYR, CCR Registered person: Cocoon Family 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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Achievement Strong standard

Leaders have researched and implemented an expertly tailored curriculum, which ensures that all children achieve, regardless of any barriers to learning. For instance, children who speak English as an additional language quickly learn that they can effectively communicate to express their wants and needs. By doing this, they become immersed in all the opportunities available.

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Achievement Strong standard

Children extend their knowledge about the world around them as they experience a range of visits to local areas. This positively impacts their understanding of real-life experiences.

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Achievement Strong standard

Children develop important social skills, such as learning to care for their environment as they tidy away the resources they have used. They develop respect for others, cooperation and shared responsibility, fostering positive relationships and a sense of community within the learning environment.

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Achievement Strong standard

Parents comment that children are confident and independent when moving to the next stage of their education. Leaders do everything they can to ensure that children become assured, curious and capable individuals.

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Behaviour, attitudes and establishing routines Strong standard

Staff work together exceptionally well to help children understand the consistent rules and routines. They have embedded principles that ensure children learn positive messages, such as reminding children to use 'walking feet' inside. This helps children to understand what is expected of them and helps them to prepare for school.

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Behaviour, attitudes and establishing routines Strong standard

Staff know the children extremely well and take their needs, age and stage of development into account in all that they do. They use strategies that help nursery to feel predictable for children, such as the process to follow when they have eaten their food. Children are taught to understand the routines and demonstrate respect for themselves and others. For example, they tuck in their chairs to limit accidents, and support their peers to wipe their hands and face with a cloth.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor children's attendance and encourage parents to understand the importance of their child's early education. This helps them to access to all the wonderful opportunities available to them.

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Children's welfare and wellbeing Strong standard

Staff get to know the children in their care extremely well. For example, they complete home visits before children start, to gain an understanding of children's home life. This helps to create secure attachments, which support children to make enduring progress. Parents report that staff are nurturing and offer the best care for their children. Staff provide extremely comfortable and safe areas for children to sleep, if necessary. For example, the younger children enjoy a smaller space to snuggle up. They are supervised well, and staff work with parents to provide children with comforters, such as teddies from home, in a safe and supportive way. Staff enable children to develop an understanding of their own physical wellbeing and safety, especially as they play in the outdoor area.

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Children's welfare and wellbeing Strong standard

Staff build effective partnerships with external professionals involved in children's care. Parents comment that staff work with them to develop a community feel. For example, they collaborate to collect food and clothing for charities. Children take part in initiatives such as 'kindness day'. They learn strong messages about how they can identify when someone has been kind or unkind, and how they might respond. Children learn to trust and respect others while making independent choices about their own wellbeing.

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Curriculum and teaching Strong standard

Leaders have designed a curriculum that ignites children's passion for learning. They ensure that all staff are aware of what is intended to be taught and embed this in all that children do. Teaching is excellent and staff support and extend children's learning well. Leaders are reflective and ensure continual improvement for the provision of high-quality practice. Through careful observations and assessments, staff quickly identify any gaps in learning and provide targeted support to maximise children's progress. All children are provided with the tools and skills to make consistent progress.

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Curriculum and teaching Strong standard

Children choose from a variety of interesting resources that support their age and stage of development. The prime areas of learning, such as physical development, are expertly catered for. Each activity is designed to offer varying levels of challenge and staff only intervene if necessary, in order not to interrupt children's focus or concentration. Children ask for help by using 'help cards' or may invite staff into their play. Staff follow children's lead and quietly sit alongside them, or model the correct process. They are supportive in allowing children to achieve their goal independently. Children learn to recognise their own achievements and strengths, which powers their motivation and self-esteem. They show perseverance and stay focused on the activity for extended periods of time, building skills as they learn.

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Inclusion Strong standard

The curriculum is precisely matched to the needs of all children. Nothing is left to chance, and leaders are committed and clear about how they ensure that children achieve what they are capable of. For example, they work extensively with parents and external professionals to seek advice and guidance.

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Inclusion Strong standard

Leaders are unwavering in their approach to selecting staff who uphold their inclusive values. They ensure that staff are well trained and have the knowledge and skills to enable all children to make the best possible progress and overcome any barriers to this.

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Inclusion Strong standard

Leaders are dedicated to getting to know children and families to best meet their needs and ensure that they are fully included in all they have to offer. They arrange home visits to get children's experiences off to a personalised start. They signpost parents to any necessary support and are committed to effectively allocating funding to enhance a child's experiences.

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Inclusion Strong standard

Staff create experiences that show children that everyone is entitled to equal opportunities. This ensures that all children, particularly those with special educational needs and/or disabilities or with other barriers to learning, achieve well and are prepared thoroughly for future learning.

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Leadership and governance Strong standard

Leaders are extremely knowledgeable about child development and what children need in order to thrive in their learning and development. They are reflective of staff's practice and strive for high quality. This approach is consistently shared with staff and parents to ensure a collaborative approach and to meet the needs of all children attending.

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Leadership and governance Strong standard

Leaders work with other settings that children attend to promote a consistent approach to their learning and safety. Well-implemented policies and procedures demonstrate the setting's dedication to inclusive practice and removing any barriers to learning. For example, staff track and monitor children's progress and share information with parents to ensure that children can continue learning at home. Leaders place a strong focus on developing the skills of all staff to the highest standard. This is reflected in the high quality of education provided. The wellbeing of staff is prioritised, which means that they can be at their best for the children they care for.

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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 thrive at this highly nurturing and inspiring nursery, and they thoroughly enjoy the experiences offered to them. Leaders carefully plan a well-sequenced curriculum that recognises children's individuality. Children's communication and language skills are at the heart of this nursery. For example, staff encourage children to learn vocabulary in various languages. Children broaden their confidence and social skills as they communicate with one another in varied ways.

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

The nursery is calm and staff ensure that children have regular opportunities to reset their concentration and attention. For example, during circle time, the children listen to classical music and move their arms to deliberately achieve calm and focus. Children experience high-quality interactions at all times, which motivate them to learn. The learning environment and activities on offer are purposefully arranged to ensure that children remain engaged and inspired. All children, including those with special educational needs and/or disabilities, achieve well. They understand what is happening now and next, and staff ensure that expectations are clear and achievable. For example, young children learn to respectfully tidy away the resources they are playing with to ensure that others can go on to enjoy them. Families are welcomed and parents feel that their contribution is valued. Children's regular

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

There is a strong priority for learning about culture and the wider world. Children learn about the experiences in their own lives and those of their friends. They celebrate that they are all unique and different from others. Leaders ensure that there are wide ranging opportunities for children to visit the local community, including visits to the local beach and parks. Children learn from experiences that help them to achieve well and make excellent progress from their starting points.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of [disadvantaged pupils/learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with children, parents, leaders, staff, and a 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:

Cliftonville Community Centre 23 St. Pauls Road Margate CT9 2DB

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 16:00,Friday : 09:00 - 15:00

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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 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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