Bambooh Hook Norton

Bambooh Hook Norton

Unique reference number (URN): 2752355 Address: Hook Norton Pre-school Playgroup, The Old School, Osney Close, Hook Norton, Banbury, OX15 5QH Type: Childcare on non-domestic premises Registered with Ofsted: 13/10/2023 Registers: EYR, CCR Registered person: Bambooh Hook Norton 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 Expected standard

Children gain a secure understanding of songs and rhymes to help promote their language development. Older children receive encouragement to think and respond to questions. They offer their thoughts and ideas when joining in with discussions. This helps to build children's vocabulary and understanding. However, there are times when children are distracted by loud background sounds. Nevertheless, children develop their ability to focus and concentrate. They generally maintain their interest well during their activities. Children build their confidence and follow the daily routines easily. They generally are keen to take part in the activities and learn to follow instructions. This helps them to gain skills for the future.

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Achievement Expected standard

All children have next steps in learning regularly identified to support them to gain the skills and knowledge they need. There are focused next steps for children with special educational needs and/or disabilities (SEND) or those who need extra support to achieve. Children receive support for their individual next steps in learning as all staff know these. All children make the progress they are capable of from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Staff welcome children and parents with enthusiasm. Children settle easily and develop bonds with staff. For example, babies hold out their arms to staff on arrival and happily transfer to them. The structured day helps children to become familiar with the daily routines. Leaders and staff ensure that parents are aware of the importance of their children arriving on time so that they benefit from the experiences offered.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have clear expectations for children's behaviour, which they implement consistently. For example, staff's planned activities help children to learn to take turns and work together as a group. Staff model the behaviours they expect to children, such as being polite and calm. They remind children about the expected behaviour, such as asking pre- school children to use their 'listening ears'. Staff raise younger children's awareness of the needs of others, such as to stay sitting down so that their friends can see the book. However, sometimes, staff do not fully consider using other ways to help children to understand what is expected of them. For example, at times, some staff move children without explanation or warning. Children generally engage in activities with a positive interest and engagement. At times, staff do not always consider the impact of offering different structured adult-led activities one

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Behaviour, attitudes and establishing routines Expected standard

after the other to younger children. At times, this means that some children begin to lose interest as they cannot fully sustain their concentration.

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Children's welfare and wellbeing Expected standard

Staff have a caring approach towards children, which helps them to feel safe and secure. Babies and children form warm attachments with their key person and are confident to approach them for reassurance and support when needed. Staff encourage discussions about feelings and emotions, which helps children to recognise and understand these.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote healthy lifestyles for children and recognise the importance of this. Staff talk to children about healthy food options and promote appropriate hygiene routines, such as washing their hands and cleaning bed mats after their use. They work closely with parents and carers to support a consistent approach to toilet training to help children achieve this. Staff provide one-to-one care and attention during nappy changes, making this time caring and supportive. Staff recognise the importance of rest and sleep for children, with all ages of children encouraged to spend some time quietly relaxing or sleeping after lunch. This helps children to learn about their own care needs.

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Children's welfare and wellbeing Expected standard

Children enjoy spending time outside. Babies have opportunities to walk on different types of surfaces, which supports their balance. Older children have access to fixed climbing equipment to help promote their strength and coordination. Staff develop children's awareness about their safety, such as staying sitting down while they eat.

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Curriculum and teaching Expected standard

Leaders have high expectations for all children. The curriculum has a focus on children gaining skills for moving on to school, including developing their language, behaviour and independence. Staff plan activities that cover all areas of learning. They monitor children's learning closely and identify next steps that consider children's individual needs and starting points.

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Curriculum and teaching Expected standard

Staff sometimes do not fully consider the environment, such as music playing loudly while they read stories to children. This means that children may not be able to listen easily. Overall, children engage well in staff's structured activities. For example, staff teach children about healthy lifestyles. Pre-school children learn how to care for their teeth, while toddlers post pictures of healthy food choices. Staff are enthusiastic and they regularly change adult- led activities, which generally helps to motivate children's engagement. However, there are occasions when some young children begin to lose interest and staff do not consistently consider alternative ways to meet their learning needs. Staff promote children's mathematical knowledge, such as through regular counting and activities that support children to match shapes.

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Curriculum and teaching Expected standard

Babies benefit from nursery rhymes and exploring books with staff. This helps to build their vocabulary and language skills. They explore sensory foam with their hands and brushes, which promotes their small physical skills. However, there are short periods of time when some babies are strapped into chairs for their safety, such as when routines change. During these times, staff do not consistently consider ways to offer babies play experiences and engagement.

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Inclusion Expected standard

Leaders and staff show they are keen to build on children's outcomes. They work closely with parents and carers to support and meet children's individual wellbeing and learning needs. Staff make links with outside professionals when required. They take advice and guidance to support children's individual needs. Leaders and staff promote children's welfare and learning at home. This includes encouraging healthy lifestyles, such as by asking parents to provide healthy snacks. Staff make suggestions to support children's learning at home, including promoting children's language development. This helps to develop a consistent approach to supporting children's progress.

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Inclusion Expected standard

Leaders ensure that staff know and understand how to implement appropriate support where children need extra help in their learning and development. Some staff undertake specific training to help identify and support any children with special educational needs and/or disabilities. Staff understand their key children's individual learning needs and progress securely. When needed, they put in place focused individual support plans, which they review regularly to check children's progress. Staff implement appropriate strategies to support children's needs, including the use of some signing to develop children's understanding and support communication. Leaders are aware of seeking additional funding, such as early years pupil premium and how to use this. For example, leaders plan to hold discussions with everyone involved in supporting children to help them to use the additional funding so it meets children's individual needs.

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Leadership and governance Expected standard

Leaders have high aspirations for the nursery and the future quality they are aiming for. They reflect well on past events to help them to improve and strengthen what they do. Leaders have set out policies and expectations for staff's practice. There are times when staff do not always fully implement these. For example, leaders expect staff to use visual and verbal instruction to children when needed to help support their awareness of what they need to do. Occasionally, some staff move children or sit them back on chairs without considering this expectation.

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Leadership and governance Expected standard

Leaders offer a variety of approaches and support to staff to support them in their work and wellbeing. This includes access to training and providing feedback in the moment to help staff develop their skills and practice. Staff speak positively about their work at the nursery, stating they feel well supported in their work and wellbeing.

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Leadership and governance Expected standard

Leaders and staff build a positive rapport with parents and carers and professionals. They know to act on any concerns about children's learning or wellbeing through working with parents and, when needed, outside agencies.

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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 develop a sense of belonging at the nursery. They happily arrive and leave their parents and carers. Leaders promote children's attendance well and staff help children to benefit from their day at nursery. Staff promote children's awareness of their similarities and differences to value their uniqueness. Children take part in activities that help them to gain knowledge of their own and other people's backgrounds, including exploring different festival and religious dates. Staff encourage children to consider others and work together as a group. They praise children for being kind and considerate towards others. Staff model positive behaviours to children, such as using good manners. Occasionally, staff do not fully consider respectful interactions when they move children or sit them on a chair without explaining.

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

Children's language development is generally supported well. Staff encourage discussions, read books and sing songs with children. However, sometimes the background music and other types of technology used in the learning environment are not fully considered. This means children are not able to consistently hear or listen easily. Children mainly engage well in the structured adult-led activities provided. Many of these support children to develop effective concentration skills. However, occasionally, staff do not always recognise times when younger children and babies are not meaningfully engaged. For example, some younger children are unable to fully sustain their attention throughout the changes of activities presented to them.

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

Staff know their key children well and form caring relationships with them. They know their key children's individual learning needs well, plan for their progress and regularly monitor their achievements. Staff demonstrate a clear understanding of where children may need extra support. They identify how to provide this to help children to achieve. They work with parents and any professionals involved. Staff implement clear plans to help children to move

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Inspector:

Sheena Bankier forward in their learning and development. All children make the progress they are capable of from their individual starting points.

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Next steps

Leaders should take steps to ensure staff implement a consistently high-quality curriculum to support children's communication and language development so that children can hear and listen clearly at all times. Leaders should ensure that staff rigorously follow policies and practices in relation to how they move and handle children to ensure the best possible practice is implemented. Leaders should further consider meeting children's learning needs through highly consistent teaching which is matched effectively to children's level of engagement.

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, staff, parents and carers and children.

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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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Address:

Hook Norton Pre-school Playgroup The Old School, Osney Close, Hook Norton Banbury OX15 5QH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bambooh Hook Norton 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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