Rosie's Little Blessings Nursery

Limited

Unique reference number (URN): 2747729 Address: Rosies Little Blessings, 1 Rowner Road, Gosport, PO13 9UA Type: Childcare on non-domestic premises Registered with Ofsted: 04/08/2023 Registers: EYR, CCR, VCR Registered person: Rosie's Little Blessings Nursery 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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Achievement Expected standard

Children make progress from their starting points across the 7 areas of learning. They develop knowledge and skills that are appropriate for their age and stage of development. Children show growing confidence as they take part in a range of activities that support their learning and development.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, make progress because their individual needs and any potential barriers to learning are taken into account. Children regularly take part in activities that help them to build their understanding across different areas of learning. This supports children to develop skills over time and to build on what they already know and can do.

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Achievement Expected standard

As a result, children are developing the skills they need to continue their learning and development. They are gaining knowledge and experiences that support their next stage of learning, including, where appropriate, their move on to school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and practitioners recognise the importance of well-managed routines for children. They promote good attendance and recognise how to follow up on irregularities in children's attendance to support children to settle in and thrive. They have also begun providing children with clearer behavioural expectations in the form of 'golden rules'. These are implemented appropriately based on children's age and stage of development. Leaders intend for these to encourage children to manage and regulate their behaviour, such as knowing why it is important to walk inside. During activities, practitioners are on hand to support this. For instance, they provide children with explicit praise for their behaviour. When children share kindly, practitioners recognise this and ensure that the group is aware of the significance of using respectful behaviour towards their peers. There are occasionally times where children do not consistently benefit from these high-quality interactions that promote

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Behaviour, attitudes and establishing routines Expected standard

positive attitudes to learning. For example, transitions between group times or activities can be unstructured and take a long time. This means, at times, some groups of children disengage and remain unfocused for periods of time.

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Children's welfare and wellbeing Expected standard

Leaders create an environment that promotes children's wellbeing. They are forward- thinking and recognise opportunities to improve children's experiences. For example, leaders have recently developed the ease of access to the outdoor play space. This means that the youngest group of children can access outside activities safely and freely. Practitioners speak passionately about the development of this space and the focus on meeting children's physical needs through their curriculum. Leaders and practitioners recognise the importance of developing children's independence, and typically, this is supported well during mealtimes. For example, children are encouraged to wash their hands before eating and wipe their faces. Leaders also recognise the setting's context and implement activities that are specifically focused on supporting children that attend. For example, they encourage children to brush their teeth as a group activity after snack time.

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Children's welfare and wellbeing Expected standard

Children carry out these practices with confidence and demonstrate a growing understanding of self-care and hygiene needs. Practitioners support emotional development well. They teach older children the language of emotions to enable them to express themselves confidently. Furthermore, practitioners recognise babies' needs promptly, such as when they are tired or need sleep. Practitioners have systems in place to ensure that babies and parents have a clear care plan in place. Practitioners also ensure that parents can always hand over babies to their key person. These close relationships are sensitive and responsive.

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Curriculum and teaching Expected standard

Practitioners implement a curriculum that is ambitious. They regularly develop children's communication and language skills by building on children's starting points in learning. For example, practitioners speak slowly and clearly to support younger children to gain new vocabulary. They introduce words such as 'crunchy' and 'sticky' as they use glue and leaves to make pictures. This reflects the curriculum leaders have designed. Leaders are explicit with their intentions to introduce children to creative play from a young age.

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Curriculum and teaching Expected standard

Practitioners also recognise how to build on children's understanding of early mathematical concepts. They use language related to size, shape and measure during play and activities. Practitioners also offer children praise for sharing and taking turns. This forms part of the curriculum approach to supporting children's developing social skills.

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Curriculum and teaching Expected standard

Practitioners plan learning that provides children with key skills to prepare them for school. For example, they want children to understand how to follow a recipe. This is intended to help children develop their understanding of instructions and processes. Practitioners help children to make play dough. They use interactions and questioning to check children's understanding and to inform next steps in learning. Teaching is adapted purposefully to support all children to learn new skills, including those who may be at a disadvantage.

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Curriculum and teaching Expected standard

Leaders have begun to enhance the curriculum to teach children explicitly about equality and diversity. They have initiated a 'pen pal' partnership that links them with children from different countries to support planned teaching and learning about cultures and festivals.

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Inclusion Expected standard

Leaders have worked hard to develop a clear and effective approach to supporting children with special educational needs and/or disabilities (SEND). They have established new routines to support practitioners to offer regular interventions. For example, practitioners provide children with small-group activities to promote skills, such as listening and attention. Leaders regularly review the use of additional funding for children who may be at a disadvantage. They do this to ensure that any potential barriers to learning are recognised and to provide enriching learning experiences to those who may need it the most. Practitioners use assessment frequently to check what children know and can do. While doing this, they collaborate with parents to monitor children's progress. Practitioners work closely with leaders responsible for children with SEND to ensure that education plans are put in place promptly. Leaders make referrals where necessary to ensure that appropriate

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Inclusion Expected standard

professional support is sought. This means that all groups of children are supported to achieve the very best outcomes.

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Leadership and governance Expected standard

Leaders have a clear oversight of the setting. The nominated individual works closely with leaders to drive continuous improvement. Furthermore, practitioners share that they feel wholly supported by senior leaders. They explain the different professional development opportunities they have been offered, such as training to improve their teaching skills. Leaders also provide meaningful supervision sessions to discuss their workload and support them to identify the strengths in their own practice. Practitioners explain that they feel their wellbeing needs are well supported by leaders through regular informal meetings.

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Leadership and governance Expected standard

Leaders plan effectively to support children who may be at a disadvantage or face barriers to their learning. They recognise the importance of collaborating well with parents and work together to support children's individual needs. Leaders and practitioners ensure that parents are kept well informed about children's progress through consistent information- sharing. They also develop strong partnerships with local primary schools to support the transition process when children go to school. Leaders use additional funding, such as early years pupil premium, to reduce barriers to learning. For example, where they recognise children may have limited access to literacy resources at home, they provide children with books to take home and organise trips to the library.

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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 demonstrate that they feel settled and happy at this welcoming setting. They arrive joyfully and greet their friends. Children build strong relationships with those around them. For example, babies cuddle and smile together with their key person.

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

Leaders promote a sociable atmosphere. For example, they explain that mealtimes are an excellent time to develop children's understanding of manners and communication skills. At lunchtime, practitioners sit with children and talk about the activities they have enjoyed in the morning, such as puzzles and stories. Children talk together in a group about their favourite meals to eat at home with their families. Practitioners extend this meaningful experience. They encourage children to learn how to do tasks for themselves. Children happily clear

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Inspector:

Nicola Houston their plates from the tables and prepare their own fruit and yoghurt for dessert. Children learn key skills to support their future learning.

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Inspector:

Practitioners are consistently ambitious for all children. They assess their learning and provide next steps that are personal to each child. These are shared with parents regularly to support a continued shared approach to children's care and education. Practitioners also use this assessment process to ensure that any gaps in children's learning are promptly identified. Leaders ensure that children with special educational needs and/or disabilities are provided with individualised plans that are regularly reviewed.

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Next steps

Leaders should strengthen transitions further to ensure children remain engaged in purposeful learning.

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About this inspection

The inspector spoke with leaders, practitioners and 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:

Rosies Little Blessings 1 Rowner Road Gosport PO13 9UA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rosie's Little Blessings Nursery Limited

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Address:

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