Childcare@Broadway

Childcare@Broadway

Unique reference number (URN): 503017 Address: St George's Community Centre, Broadway, Wakefield, West Yorkshire, WF2 8AA Type: Childcare on non-domestic premises Registered with Ofsted: 01/01/2000 Registers: EYR, CCR, VCR Registered person: St George's Lupset 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

Children make progress from their starting points and learn to express themselves clearly and with confidence. They benefit from regular opportunities to explore books and stories, which help them learn about the world around them. For instance, young children learn about relationships through sensory play based on a story of young owls. Older children give very good examples of things that make them happy, sad and angry in their group activity. Children develop their language, mathematical and cultural understanding, including learning to count and greet each other in over 5 different languages.

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Achievement Strong standard

Children with special educational needs and/or disabilities and other vulnerable learners make progress as they build their communication skills in small, manageable steps, including through the use of Makaton and other communication strategies. They make progress that prepares them well for the next stage in their learning. Children benefit from support that helps them to build securely on what they already know and can do.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have very high expectations for children's positive behaviour and attitudes throughout the nursery. Staff are consistently strong role models and establish excellent relationships with all children. They establish routines from the start so that babies and children soon learn to feel confident and assured. Staff work closely with parents to reflect home routines, such as sleep times, to help babies and young children transition confidently into nursery life. As a result, children are very well behaved and show care for others. For example, they listen carefully to adults and other children in their group activities and speak politely.

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Behaviour, attitudes and establishing routines Strong standard

Staff plan systematically to help children who find it hard to recognise others' needs to share and take turns. For instance, children take turns to say their name and shake staff's hands as they play a welcome game.

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Behaviour, attitudes and establishing routines Strong standard

Children's attendance and punctuality are good. There are well-established routines for staff and parents to communicate if there are any unexplained absences. Children develop very positive routines to support their later learning, including the transition to school. For example, they take pride in quickly lining up as they move around the building and sitting in a circle to listen to instructions.

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Children's welfare and wellbeing Strong standard

Leaders establish a caring and positive ethos throughout the nursery. This is based on assessments that sharply identify children's individual needs and high levels of training and guidance for staff. Key persons establish good relationships with children and their families. Children are confident and happy as a result.

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Children's welfare and wellbeing Strong standard

Staff strongly support and promote all aspects of children's welfare and wellbeing. For example, children's physical and health development is systematically nurtured through programmes such as activity songs, dance and yoga. Consequently, the older children have a very good understanding of the value of physical exercise and explain the importance of cooling down afterwards. They learn to wash their hands regularly. The staff provide timely guidance to parents to support many aspects of children's welfare, such as toilet training, sleep and behaviour management.

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Children's welfare and wellbeing Strong standard

Children appreciate the value of healthy eating. They grow their own vegetables in the nursery's allotment. They peel the potatoes and carrots for their nutritious daily meals. They are helped to be independent as they set tables for lunch and organise their own play.

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Children's welfare and wellbeing Strong standard

Children are helped to recognise and manage their own emotions and behaviour. Well- chosen books, for example, help children to reflect on and understand their feelings.

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Curriculum and teaching Strong standard

The experienced leadership team places a carefully planned and systematic curriculum at the heart of all children's learning. Leaders ensure that staff have depth of knowledge and understanding to support children's learning and development. They make effective use of assessment to meet all children's needs, including those with special educational needs and/or disabilities. Staff in the baby room, for example, are well trained in early communication skills, safe sleeping, feeding and weaning to provide a secure foundation for future learning. There is a clear focus on enriching children's personal development and supporting skills and attitudes they need for later learning. For example, babies are supported to become inquisitive and good communicators as they name and make sounds of different farm animals in their role play. Older children are supported to explore the properties of ice and the effects of freezing on fruit and flowers and explain that 'the stalk is

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Curriculum and teaching Strong standard

stiff' and the ice will melt in their warm hands.

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Curriculum and teaching Strong standard

Staff are knowledgeable and confident in building children's vocabulary through, for instance, carefully planned daily routines of songs, rhymes and games to help them describe and question their growing knowledge of the world around them. Staff use a range of strategies to support children's mathematical skills, from learning to match numbers one- to-one to counting accurately and beginning to add 2 numbers together.

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Inclusion Strong standard

Leaders create a strongly inclusive culture within the setting and the wider community. The staff know all the children in their care well. They build strong bonds and accurately assess their needs and achievements. They identify any gaps in children's learning at an early stage and work closely with parents and senior staff to identify and plan for the next steps in the children's development. For example, staff carefully analyse patterns of behaviour for children who find it difficult to manage their own emotions. They skilfully work with parents and other behavioural and early years professionals to develop strategies to help children progressively recognise and manage their feelings and behaviour.

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Inclusion Strong standard

Leaders sharply focus on ensuring that staff have the training and mentoring to provide targeted and systematic provision for children who have special educational needs and/or disabilities and other vulnerable learners. They carefully consider the use of additional funding, such as early years pupil premium funding, to improve outcomes and raise children's achievement, such as through providing resources and training to boost children's personal and social learning.

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Leadership and governance Strong standard

The experienced leadership team has continued to sustain a high quality of provision since the previous inspection. Leaders have a strong understanding of the nursery's strengths and weaknesses. There are robust procedures to draw on the views of parents, staff and children to evaluate and improve the effectiveness of the nursery. Leaders and other senior staff work towards challenging actions, such as strengthening the good practice in equality, diversity and inclusion, to have a sustained impact on children's achievement and wellbeing. They support this through strategic research, training and links with the local community.

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Leadership and governance Strong standard

Leaders place a high value on well-trained and positive staff to promote the highest standards. They make very good use of rigorous and supportive staff induction, probation procedures and ongoing training initiatives to strengthen curriculum and teaching. Leaders use staff's self-evaluation, 'annual conversations', specific training days and regular staff meetings to promote staff's wellbeing and effectiveness. Consequently, staff morale is high, and they feel well supported and valued. The leadership team makes effective use of its links with the other nurseries in the St George's group, and with local authority advisers, to meet the diverse needs of children and their families.

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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

Children are very happy throughout their time in this stimulating nursery. They make strong progress from their individual starting points in all areas of learning. They are prepared well for the next stage in their learning, including starting school. Staff work closely with babies and their families, for instance, to establish early routines that help babies to feel safe and confident.

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

Babies learn to listen, enjoy and join in with the many familiar action songs, nursery rhymes and stories staff share with them. This helps to establish a firm basis for emerging language skills. Older children build on this knowledge and understanding through, for example, games and group activities that help them recognise rhymes and initial sounds of words.

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Inspector:

Andrew Clark They extend their vocabulary and have thoughtful conversations as they explore the properties of ice, experiment with colour mixing or make suggestions for food a hungry caterpillar may eat. Speaking skills are further enriched by enjoying counting, naming the days of the week and greeting each other in several different languages.

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Inspector:

Children, including those with special educational needs and/or disabilities, become independent and confident as they learn to follow instructions safely and organise their own play. They learn to be patient and take turns in their games and support each other. Babies learn to play alongside other children as they join in their role-play 'tea party' or listen to stories together. Children learn to become increasingly familiar with their different emotions and can give good examples of things that make them happy or angry. Children who find it difficult to manage their own emotions are strongly supported through careful planning. Children feel valued. They are proud to be 'buddies', for example, who help staff and their friends to organise activities and set the tables for the nutritious meals the nursery serves.

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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 children, those with special educational needs and/or disabilities 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, leaders, the special educational needs coordinator, practitioners and some parents 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:

St George's Community Centre Broadway Wakefield West Yorkshire WF2 8AA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St George's Lupset Ltd

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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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