Teeny Queeny Day Nursery

Teeny Queeny Day Nursery

Unique reference number (URN): EY476744 Address: Unit 2, Rectory Barns, Newton Road, Milton Keynes, MK17 0EB Type: Childcare on non-domestic premises Registered with Ofsted: 25/04/2014 Registers: EYR, CCR Registered person: Queenan, Janine

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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

Staff provide a wealth of opportunities for children to learn about how to get along with others, and they do so extremely well. The environment is warm and nurturing. Children play together well, sharing resources and encouraging each other to take part. Staff understand how to manage their expectations relevant to children's age and stage of development. By the time children get to the pre-school room, they are confident about the rules and expect others to follow them too.

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Behaviour, attitudes and establishing routines Strong standard

Staff work effectively with families to encourage children's attendance, which they monitor methodically. Staff know children and their families so well that they are fully aware of reasons for any absence. Staff share close and professional relationships with families. This means they are alert to children's experiences and lives outside of the nursery, and know what support children need.

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Behaviour, attitudes and establishing routines Strong standard

The nursery is a hive of activity, and children in all rooms show high levels of interest as they play harmoniously. Children's meaningful engagement throughout the day contributes towards their behaviour. Staff give children clear guidance and support so they know what is expected of them. Staff encourage children to learn about feelings and emotions. For example, they show young children photos of children displaying different emotions to help them to understand their own feelings.

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Children's welfare and wellbeing Strong standard

Children thrive in the warm and welcoming environment. They form close attachments with their key persons and equally develop close relationships with all staff. They arrive each day with confidence and are sometimes so engaged in their learning they are reluctant to want to go home.

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Children's welfare and wellbeing Strong standard

Staff pay close attention to encouraging children's sense of belonging. Their security and sense of community is evident when children arrive in the morning. Their fellow room mates call them by name and excitedly welcome them.

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Children's welfare and wellbeing Strong standard

Authentic and well-planned activities help children to learn about each other and the things they have in common. Carefully chosen resources expose children to a wide range of

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Expected standard

different cultures, ethnicities and types of families. As a result, all feel welcome and included in the homely nursery.

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Expected standard

Children follow a consistent and familiar routine for eating and sleeping. Staff encourage children to be physically active, aware of their bodies. There are multiple ways for children to test out their physical skills in safe and manageable ways.

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Expected standard

Staff's alertness to identifying children with special educational needs and/or disabilities helps to ensure that all children receive the care they need to succeed.

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Leadership and governance Strong standard

Staff develop highly professional and productive relationships with families. They share a wealth of information with parents to help them to find out about their children's learning and support their progress at home. Parents say how welcomed and included they feel in children's learning. They report that the nursery feels like a second home for children because of how comfortable and relaxed they feel.

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Leadership and governance Strong standard

The staff team members are long-standing, well qualified and committed to their work. They describe the staff team as like a family and feel valued and supported by the provider and management. This is particularly beneficial for staff who are less experienced and undertaking training. Staff are encouraged to enhance their professional development to advance their knowledge and skills. Consequently, staff are knowledgeable and confident in delivering the curriculum to children. Their secure awareness of children's development enables them to successfully monitor children's progress.

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Leadership and governance Strong standard

Managers are highly reflective and review the curriculum, staff's practice and children's achievements regularly. They make changes when needed and welcome feedback and support. For example, the provider and managers work collaboratively with the local authority. This includes reviewing measures to help safeguard children and considering ways to develop the provision for children.

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Achievement Expected standard

Children progress well from their starting points, and gaps in their learning close quickly. Children develop into confident communicators, who can express themselves well. For example, babies know that naming colours and shapes receives praise from staff. They proudly point out colours in the environment, showing their good understanding. Older children engage in conversation. They ask questions and are inquisitive and interested in responses.

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Achievement Expected standard

Children develop the skills they need to share, take turns and get along well with others. All children become curious and motivated learners. This, combined with their academic achievements, impressive social interactions and confidence, ensures that they are prepared well for moving on to school.

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Curriculum and teaching Expected standard

Staff support children's communication and language well. Throughout the nursery, staff sing songs and help to expand children's vocabulary. Staff support children's literacy skills well. In each room, there is a focus book that staff use as a motivation for exciting activities. For example, children listen to a story about the ocean and then play in a water trough where they catch plastic fish and study shells. This helps to bring learning to life for children.

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Curriculum and teaching Expected standard

Children develop confidence in mathematics as staff teach them concepts that they understand. They compare size using words such as 'taller', 'middle height', 'small' and 'smaller' when sorting dinosaurs and figures. In other activities, staff encourage children to match patterns and count in rhymes and songs.

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Curriculum and teaching Expected standard

There are extra activities and opportunities for children to expand on their understanding of the world. For example, children watch ducklings hatch from eggs with fascination and wonder. They take part in yoga sessions that help them to learn about their bodies and what they can do.

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Curriculum and teaching Expected standard

Young children like to explore toys and equipment with their mouths. Although staff are aware of this important stage of development, they have yet to find ways for children to follow this strong impulse and learn in a way that meets their individual needs.

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Curriculum and teaching Expected standard

Staff supervise children well, including during nappy changing. They sing with children as they meet their personal needs and are kind and respectful. They appreciate that every activity has potential for children's learning. However, occasionally, staff interactions are not individualised to meet children's specific individual needs.

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Inclusion Expected standard

Staff attend regular training that provides them with sufficient knowledge to confidently evaluate children's learning and development. They make accurate observations and identify any gaps in children's learning. Managers review staff's observations and their tracking of children's progress. This helps to ensure that the curriculum and teaching are tailored to meet children's specific individual needs.

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Inclusion Expected standard

Children who face barriers to their learning are identified quickly. Staff put effective plans in place to support them. Senior staff develop robust plans to ensure that children have full access to their learning. They work comprehensively with parents to ensure that children make the progress they are capable of.

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Inclusion Expected standard

Although there were no children on roll with special educational needs and/or disabilities (SEND) at the time of inspection, managers explained in great detail their previous support for children. They explained how they have previously worked with external agencies and professionals to develop support plans for children's learning. They reflected on the significant progress children with SEND made and how well this prepared them for their move on to school.

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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

The provider has recently reviewed and developed the curriculum to encourage children to make friends, develop a love of reading, use simple mathematics and become confident, independent and eager explorers. These core principles run through all activities and are successful in providing children with the essential skills they need to be ready for school.

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

Children show they feel safe at the nursery. They arrive confidently and quickly take part in activities. In the baby rooms, children pull open boxes of resources, curiously looking inside. They show tenacity as they climb and crawl in and out of the ball pond. Older children talk with excitement and knowledge about the things that interest them, such as dinosaurs and sea creatures. The garden provides children with a wealth of opportunities to be active, and they take great enjoyment in learning outdoors.

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

There is a real sense of belonging at the nursery. Parents describe how the nursery feels like a home from home. This is evident, as children show a great sense of attachment not just with staff but with each other. Staff are good role models whose warm and nurturing approach stimulates children to show genuine care and concern for each other. Children play together very well and their behaviour is consistently good.

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

Children progress well in their learning. Staff have the necessary skills and knowledge to ensure that any children with special educational needs and/or disabilities have the support they need to thrive. When children's development exceeds expectations, staff ensure that their teaching is ambitious and provides children with adequate challenge to keep them

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Inspector:

Hayley Marshall-Gowen motivated, excited and interested in their learning. Staff are starting to ensure that their teaching provides even more individualised care for children.

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Next steps

Managers should develop the curriculum for young children who have a strong impulse to explore resources and activities orally. Managers should review the layout and organisation of rooms to ensure that children receive care that best meets their needs during nappy changing.

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About this inspection

The inspector spoke with managers, staff 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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Address:

Unit 2, Rectory Barns Newton Road Milton Keynes MK17 0EB

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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