The Railway Children

The Railway Children

Unique reference number (URN): 2761960 Address: Railway Children, The Crescent, Brinklow, Rugby, CV23 0LR Type: Childcare on non-domestic premises Registered with Ofsted: 22/11/2023 Registers: EYR, CCR Registered person: Delicias 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

All children make consistently positive progress in their development in all areas of learning. Children, including those who face barriers to communication, develop their communication and language skills. They use their existing vocabulary, together with newly learned words, in context and with confidence. This includes mathematical language and concepts. Babies and toddlers begin to use the words and phrases they learn in talk during their play. Children develop a love of books. They enjoy listening to stories and helping to turn the pages. They are keen to express their thoughts and needs, and they speak with eloquence.

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Achievement Strong standard

Children develop creativity and enjoy using musical instruments and making music. They learn the skills they need to be ready for their next stage in education, including school. For example, children learn to use the toilet independently and follow instructions. All children demonstrate confidence and gain the language and experiences they need to further develop their skills and understanding in all areas of development. This prepares them very well for their future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children develop close relationships with staff. They receive cuddles and reassurance, which helps them to settle well. Children show positive behaviours in this setting. For example, the youngest children show excitement as they routinely help to tidy away toys in the correct boxes together with staff's guidance. This helps children to understand how to respect and care for their resources. Staff ensure that routines are embedded well, which helps children to know what will happen next.

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Behaviour, attitudes and establishing routines Strong standard

Older children build positive friendships and are supported well by staff to understand the behaviour that is expected of them. This is clearly shown as children consistently speak respectfully with their peers. In discussion during play, they instinctively use their good manners and take turns to talk, listening respectfully to each other. Children routinely organise turn-taking between themselves and wait patiently for their turn. For example, during their play, children build a course for their marbles to roll in different directions. Children use their problem-solving skills and discuss which pieces to add next. Staff listen intently to children's explanations of how their structure works. As staff model this behaviour, it impacts positively on children's understanding of the importance of listening to each other. Leaders promote and support children's regular attendance at the setting. This enables

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Behaviour, attitudes and establishing routines Strong standard

children to arrive on time to make the most of their learning each day and promotes positive habits for the future.

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Children's welfare and wellbeing Strong standard

Leaders ensure that staff have a high level of understanding of the setting's policies to ensure children's wellbeing at all times. At times, these are reviewed to ensure that the differing needs of children and families continue to be met. Staff know children very well. This means they are alert to children's emotional needs and consistently meet all children's needs, including those who are vulnerable and may need additional support during transitions in their lives. Staff understand that secure and consistent relationships are vital between key persons and children. This helps children to feel safe and settled in the environment so that they continue to thrive and enjoy learning while other challenges and changes may be faced by families outside the setting.

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Children's welfare and wellbeing Strong standard

Children show high levels of excitement when they arrive in the garden to play. They engage in various play and learning activities. For example, children practise their balance and develop their physical skills as they climb on the equipment or take turns to use wheeled toys. Staff help children to understand when to slow down and be careful of others. Younger children build confidence when they receive support and praise from staff on where to put their feet while climbing so that they remain steady. All children receive timely praise for their efforts and achievements. For example, staff praise children when dressing in outdoor clothing, managing their personal care and practising their use of age-appropriate cutlery to feed themselves at mealtimes. Staff provide the individualised support that is needed for children to listen to, follow instructions and embed these practices into their daily routines.

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Children's welfare and wellbeing Strong standard

Staff talk with children about how being active helps to strengthen their muscles. Children learn how to wash their hands correctly. They understand that this routine contributes towards keeping them healthy by removing any germs before eating. During mealtimes, staff and children talk together about the food they eat and the importance of regularly drinking water. Staff acknowledge children's contributions in discussion and provide further explanation about where some foods come from. This helps to build on what children already know.

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Inclusion Strong standard

Staff ensure that they know and understand children's needs well. They gather information from parents when children first start. This helps them to know how to tailor the learning and support for each child. Staff make timely adaptations to areas of the curriculum to ensure that it is ambitious for what each child can achieve.

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Inclusion Strong standard

Staff make precise assessments and liaise as required with other professionals, who may be involved with children. This helps them to identify and address any barriers that children may face, such as communication and language delays, so that children receive consistent opportunities to learn alongside their peers. Staff are well trained to follow a graduated approach to review children's learning and assess the progress they make. Staff prepare

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Expected standard

activities and experiences considering the learning needs of individual children. They routinely adapt the support provided so that each child benefits.

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Expected standard

For children who are in receipt of additional funding, staff consider their needs and use this funding to gain the maximum benefit for children. For example, staff plan experiences at a nearby farm or provide specific resources to help strengthen the smaller muscles in children's hands. As a result, children who need additional support make consistently positive progress over time.

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Curriculum and teaching Expected standard

The curriculum for all children is designed well and is ambitious for what children can achieve. Staff adapt the curriculum at appropriate times to consider the differing learning needs of children and ensure that all children gain the learning opportunities they need. Staff ensure that children have opportunities to think about their emotions and the emotions of others. They include discussions during stories and encourage the use of words, such as happy, sad or excited, during conversations.

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Curriculum and teaching Expected standard

Staff have a clear knowledge and understanding of the curriculum intentions. They prepare learning opportunities that align closely with children's needs. This enables opportunities for children to practise and develop their skills, building on what they already know and can do. For instance, staff skilfully include opportunities for children to count, recognise number and shape and to think about the language to describe size and quantity during activities. That said, at times, during some verbal interactions with younger children, staff do not consistently provide children with time to think about what has been said and respond with their own ideas.

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Curriculum and teaching Expected standard

Older children have ample opportunities to continue to use and strengthen the skills they have already learned. For example, they independently select resources that interest them to practise their grip, using pens to make purposeful marks on their paper. They happily share the meaning of their marks with staff and their peers.

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Leadership and governance Expected standard

Leaders are experienced and knowledgeable. They identify and make informed decisions about the running of the setting that are in the best interests of children. Staff receive the required mandatory training and development opportunities to ensure that their knowledge remains current. Leaders place high importance on ensuring staff's wellbeing. They have regular check-in sessions as part of the overall support to ensure their workload remains manageable.

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Leadership and governance Expected standard

Leaders have already identified an area they wish to improve, which includes observing staff's practice as part of monitoring. However, at this early stage, the arrangements for this activity are too broad to reflect upon and identify areas of strength and areas for development effectively. Leaders do not yet consistently provide staff with opportunities that enable them to reflect on areas of their practice more specifically, to identify the areas that will help develop their personal effectiveness. Leaders seek to make continual enhancements and improvements in the setting to benefit children's experiences. Their evaluation accurately highlights the setting's strengths and their identified areas for improvement. However, there is scope to refine these areas further in relation to the supervision of staff and observations of their practice, to enhance their practice further.

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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 arrive happy at nursery. Familiar staff greet them with warmth, and close bonds between them are evident. This helps all children, including disadvantaged children, those with special educational needs and/or disabilities or who may face other barriers to their learning, to feel welcome and settle in quickly to play. Children seek out staff to join them in their games. For example, younger children engage staff in building a road for their cars to drive along. They transfer the road to the floor, to continue to add their pieces and build on a larger scale. Staff support children to take turns to drive along. Children go to staff for cuddles and reassurance, which they receive in abundance. This helps children to feel safe and secure in their care.

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

Children engage in a range of activities that interest them. They particularly enjoy using malleable substances, such as play dough, which helps to strengthen the muscles in their hands. Staff make adaptations to these activities to ensure that children with sensory needs are included and take part in play alongside their peers. Staff make this fun and build anticipation as the dough they have rolled and held up high, slowly breaks away and 'plops' onto the table. Children giggle and ask staff to do this again. Staff provide clear demonstrations and instructions, then encourage children to do this for themselves. Children

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Inspector:

Suzanne Taylor are thrilled when they achieve this successfully. Some children move on to build on these skills to open a range of latches and fastenings. They recall how to open the different mechanisms. Staff support children with lots of encouragement. Children show a strong willingness to keep trying.

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Inspector:

Older children continue to develop their independence through play. This helps them to become increasingly more confident in their skills. They make decisions about which tools to use when creating a spacecraft. For example, they practise using scissors to cut out shapes and with clear safety guidance from staff. They begin to understand how the tape dispenser works. All children build on their skills, knowledge and understanding over time. They learn to complete tasks for themselves as soon as they are capable and receive timely praise and encouragement.

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Next steps

Staff should provide more opportunities, during verbal interactions, for younger children to practise their speaking skills, giving them time to think and respond with their own ideas. Leaders should build on the arrangements for staff to reflect on their practice and identify areas for improvement that will enhance their expertise and the quality of provision for children further.

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About this inspection

The inspector spoke with the leaders, practitioners 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:

Railway Children The Crescent, Brinklow Rugby CV23 0LR

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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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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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