Shenfield Day Nursery

Shenfield Day Nursery

Unique reference number (URN): EY481915 Address: 11 Hutton Road, Shenfield, Brentwood, CM15 8LA Type: Childcare on non-domestic premises Registered with Ofsted: 29/10/2014 Registers: EYR, CCR Registered person: Hutton Child Care Limited

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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

Leaders have high expectations of all children to follow the clear behavioural rules and boundaries they set out. Staff expertly support children to recognise and follow these rules in a way that places an emphasis on the children's well-being. This helps children to feel safe and valued when learning how to behave appropriately. There is an embedded culture of mutual respect between the children and staff. Children are supported to recognise and manage their own feelings and behaviour and to recognise the impact their actions can have on others. Staff use a variety of strategies to support children to learn how to manage their behaviour and resolve any conflicts that may arise. For example, they use sand timers to support children to share resources and wait for their turn.

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Behaviour, attitudes and establishing routines Strong standard

Children play collaboratively together to complete tasks, and staff regularly praise them. Children copy staff. For example, babies clap when their peers complete tasks. Older children support each other to engage in activities. For example, they find space for their peers to sit down and join in activities. Leaders work with parents to promote regular attendance at the setting. They offer individualised support to families in times of need to tackle barriers to attendance to ensure all children can access all of the curriculum on offer.

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Achievement Expected standard

Children, including children with special educational needs and/or disabilities, generally progress well through the broad and balanced curriculum on offer. They make secure progress across all areas of learning and develop new skills with the support of staff. Children progress well with their communication and language and are becoming effective communicators. They are learning to problem-solve, take risks and work things out for themselves. For example, children work together to use bricks to make tall towers. They share joy with adults at the size of the towers they make. In the main, children who face barriers to their learning and development make secure progress from their starting points. However, at times, some children are not making high levels of progress due to inconsistencies in how the curriculum is implemented. Children are typically ready for their next stage in learning.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children being physically active and healthy. They understand the importance of children receiving healthy, balanced meals that provide the required nutrients to fuel children's bodies and brains. Leaders want all children to be nourished mentally, physically and emotionally. Staff create a safe, welcoming space where children typically enjoy play, learning and social interactions. Staff develop secure bonds with the children they care for and, as a result, children appear content and confident. Children who face barriers to their learning demonstrate how the tailored interventions that staff use with them are meeting their needs. Children demonstrate they feel valued and listened to as they confidently communicate with both their peers and adults. Children are confident to make requests and select activities that interest them. They spend time outside being physically active. Staff encourage them to take appropriate risks and work out ways to complete tasks.

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Children's welfare and wellbeing Expected standard

For example, children use different tools to tip and pour water and explore what happens when water passes through a funnel. Staff teach children how to become increasingly independent in managing their own personal care needs and making healthy choices.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that aims to build on what children know and can do. Staff know what they want children to learn at each stage of their development. For example, staff in the baby room create an environment that supports babies to develop the skills they require to support future learning. They create a calm, stimulating environment, which supports babies to develop their emerging physical skills and early language. Staff are highly responsive to the children and, as a result, babies are confident and content. However, the curriculum intent is not yet understood consistently across the whole staff team. For example, at times, staff in the rooms for older children do not engage in high- quality interactions with children to extend their learning further, or enhance the curriculum when required to ensure it is ambitious for all children.

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Curriculum and teaching Expected standard

Staff plan and implement tailored small-group activities to support specific areas of children's speech development, such as speech sounds. Throughout the setting, staff focus on providing a language-rich environment that supports children to acquire and use language. Children are encouraged to sing familiar songs and develop a love of reading. Staff teach mathematics explicitly by providing children with opportunities to explore numbers and counting in their play. For example, children enjoy finding hidden numerals in sensory trays. They confidently name the numeral they find and smile when praised by staff.

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Inclusion Expected standard

Leaders identify children's needs quickly and accurately and have high expectations for children with special educational needs and/or disabilities. For example, staff encourage all children to follow the behavioural expectations and adapt their practice when they need to support individual children to understand and follow these. Staff gently remind children of what is expected and use strategies to support them. For example, they use sand timers to support children to share and take turns with resources. Leaders and staff use tailored training and advice from specialists and external partners to enhance their practice. For example, they include advice from speech and language therapists to support the strategies and interventions they use for individual children.

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Inclusion Expected standard

Leaders support the staff to understand the individualised support that children require and how to implement this in practice. As a result, children who require additional help are well supported with individualised interventions and strategies. However, staff do not always recognise when to extend the learning of children who are confident, content and engaged in their own play. For example, children are highly engaged in solitary play in sensory activities, such as sand and the mud kitchen. However, staff do not use their interactions to build on what children already know and can do at these times.

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Leadership and governance Expected standard

There has been a recent change to the leadership team. As a result, leaders are currently working with staff to embed their vision for the setting. Leaders are clear about what they want children to learn, and they have designed a curriculum that is broad and ambitious for all children. However, this is not yet fully embedded with staff, and consequently there are some inconsistencies in teaching and the implementation of the curriculum. Leaders have made recent changes to the nursery environment to best support the learning and development of all children, including children with special educational needs and/or disabilities. For example, they have created a space in the garden dedicated to teaching children how to grow fruits and vegetables to support children to learn about how food is produced.

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Leadership and governance Expected standard

Leaders are able to reflect clearly and accurately on the quality of practice across the setting and identify strengths and areas for improvement. They take swift action to address any feedback received by parents or other professionals and have a plan in place to drive continuous improvement. For example, leaders have recognised that staff require further training to ensure their interactions with children are of a high quality and consistently embedded across the setting. Staff state they have been well supported throughout the changes to the leadership team.

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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 strong bonds with familiar adults. Consequently, children are happy, content and engage deeply in activities of their choosing across all rooms in the setting. Staff have an in-depth understanding of each individual child and make adaptions to the routine and activities to ensure children with special educational needs and/or disabilities are included. Staff have high behavioural expectations of all children. They have clear expectations and tailor interventions to support all children to understand and follow the rules and boundaries. As a result, children behave impeccably. Staff are positive role models to children and create a culture of respect and kindness across the setting. Children celebrate each other's achievements and work together collaboratively to complete tasks.

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

Staff provide children with a language-rich environment, which supports them to learn and use new words. Staff praise children's attempts to communicate, and children demonstrate enjoyment in interacting with staff and their peers. Staff support children to be curious and inquisitive and provide them with opportunities to problem-solve how to do things. For example, in the garden, children help staff to fill water dispensers. Children work together to carry these across the garden to the mud kitchen area. Staff encourage children to explore the different flavours of the tea contained in the water dispensers, and children role play in this area for long periods.

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

Leaders are working hard to embed a curriculum that aims to teach children the skills and knowledge they need to reach their full potential and to build on what children know and can do at each stage of their development. This is not yet consistent across the whole staff team. At times, staff do not recognise when to adapt their practice so that the more confident children are supported to extend their learning even further. Leaders are aware of the importance of regular attendance and punctuality and work with parents to promote this.

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Address:

11 Hutton Road Shenfield Brentwood CM15 8LA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Hutton Child Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

Leaders should strengthen staff understanding of the curriculum so that interactions consistently support children's development across the whole provision. Leaders should support staff to recognise when to adapt activities to support all children to extend their learning further.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children and parents/carers 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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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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