Skylar

Skylar

Unique reference number (URN): EY550842 Address: The Lescudjack Centre, Penmere Close, Penzance, Cornwall, TR18 3PE Type: Childcare on non-domestic premises Registered with Ofsted: 30/08/2017 Registers: EYR Registered person: Trelya

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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 develop skills that are appropriate for their age and stage across all areas of learning and development. They are sufficiently prepared for the next phase of their education, including the transition to school. Children benefit from positive partnerships between staff and local schools, ensuring that their transitions are well planned and carefully implemented. This support continues for children and their families until the children reach the age of 7 years, providing continuity and reassurance during this important period. Children build strong foundations for future learning by developing essential language, communication and physical skills.

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Achievement Expected standard

All children, including those who are disadvantaged or have special educational needs and/or disabilities, make progress from their starting points. Staff provide tailored support, enabling children to reach key developmental milestones. Babies build core strength as they pull themselves to standing. Toddlers develop creative skills, making marks with colour and building early music skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff foster positive and supportive relationships with children, consistently upholding high standards for both behaviour and attitudes toward learning. Children are curious, engaged and eager to learn. Staff are proactive in helping children to focus their attention on key areas. They frequently make use of sign and body language to engage children and foster positive attitudes towards their learning experiences.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to collaborate and be kind to one another. When children encounter challenges in sharing, staff intervene supportively, guiding them to reflect on their behaviour and understand how their actions affect others. This reflective approach helps children to build empathy and improve their social skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff actively work with parents and carers to encourage regular attendance, highlighting the significant impact this has on children's learning and development. They guide families in establishing routines, managing behaviour effectively and building positive relationships. This contributes to improved attitudes towards children's learning. Leaders are attentive to each child's individual needs and circumstances, and there is a commitment to inclusion.

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Children's welfare and wellbeing Expected standard

Leaders implement clear policies and practices that prioritise children's welfare, mental health and overall wellbeing. These approaches are consistently understood by staff and communicated to parents and carers. This ensures a cohesive support network surrounding each child.

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Children's welfare and wellbeing Expected standard

Staff foster a welcoming and inclusive atmosphere where children can freely enjoy their play and learning. They recognise the importance of physical development. Children benefit from daily opportunities for outdoor learning, which supports their growth and wellbeing. Staff, children and their families develop secure and responsive relationships. This provides a strong foundation for emotional security. Staff encourage and support children to express and understand their emotions, helping them to establish a secure sense of emotional wellbeing. Well-established routines, such as sleeping, weaning and feeding routines, positively support children's individual needs.

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Children's welfare and wellbeing Expected standard

Children receive guidance to make healthy choices regarding food and exercise. Leaders ensure that a nutritious, balanced and healthy diet is available to all children, underpinning their physical health. While staff support children's welfare effectively, they do not consistently teach children to develop their independence in managing their personal care needs. For example, older children are not consistently aware when they need to blow their nose, lack independent access to tissues, and are not fully supported in learning how to cover their mouth when coughing to help prevent the spread of germs.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum that provides clear guidance for staff on the skills and knowledge children should acquire. The curriculum is sequenced thoughtfully, ensuring that children's learning experiences build progressively to support their future learning. Children are well prepared for their next stage of learning.

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Curriculum and teaching Expected standard

Staff interact with children using clear speech and actively engage them in conversations, which fosters their vocabulary development and communication skills. Staff training is integral to teaching practice, with recent training focused on mathematics, leading to improvements in how staff introduce and embed mathematical concepts into daily planning and teaching.

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Curriculum and teaching Expected standard

Leaders place a significant emphasis on children's personal, social and emotional development. Staff adapt teaching strategies to support disadvantaged children and those with special educational needs and/or disabilities, ensuring that they consider children's individual starting points and tailor teaching accordingly. They review children's progress to adjust teaching approaches to meet children's individual needs. However, staff do not consistently provide targeted support for children who speak English as an additional language. While they use some strategies, such as sign language, there is a need for more consistent adaptation of teaching to further enhance these children's language, communication and social skills.

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Inclusion Expected standard

Staff and leaders demonstrate a strong commitment to identifying, assessing and meeting the individual needs of children with special educational needs and/or disabilities or who are disadvantaged. They work proactively to remove barriers, ensuring that all children can access the care and support they require. This is facilitated through effective training, robust connections with families and the provision of extensive parental support.

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Inclusion Expected standard

Staff form effective relationships to ensure the best outcomes for every child. They emphasise a collaborative approach, supporting children and their families as a unit. This approach is reflected in positive parental feedback and a range of outreach programmes with families, such as reading sessions involving children and their parents and carers. These initiatives are designed to maximise support for all children.

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Inclusion Expected standard

Children who are currently known, or have previously been known, to children's social care are given dedicated support to help them build positive relationships and make progress from their individual starting points in development. Staff provide an environment where children thrive and feel a sense of belonging. Leaders' use of early years pupil premium funding has a positive impact on disadvantaged children's development. Staff respond swiftly to children's needs to ensure comprehensive support. However, staff do not support children who speak English as an additional language through consistent, specific adaptations to fully address their needs.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and actively pursue improvements in areas identified as requiring development. Decision-making consistently prioritises the best interests of all children and their families, with particular attention given to those who are disadvantaged, have special educational needs and/or disabilities (SEND), or are currently or previously known to children's social care.

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Leadership and governance Expected standard

Leaders ensure that staff are highly qualified and that staff-to-child ratios remain high, providing robust support for children who are disadvantaged or have SEND. Staff members report feeling well supported in their roles, and leaders take positive steps to promote staff's wellbeing. Leaders make regular and relevant training opportunities to staff, further supporting them in their roles. For example, staff have participated in the 'baby voice pledge', which has reinforced their commitment to giving babies the opportunity to communicate through their voices and interests.

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Leadership and governance Expected standard

Staff have reflected on inclusion training and note its positive impact on their teaching. They have also commented on the strong focus placed on recognising and building on each child's strengths. Additionally, staff have been invited to contribute to a training video for inclusion training, further evidencing the emphasis on professional development and reflective practice within the setting.

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

Children are supported by staff to develop a genuine sense of belonging within the nursery. The environment is safe and welcoming and offers a home-from-home atmosphere. Staff make a conscious effort to cultivate effective relationships, not only with the children, but also with their families. This ensures that every child feels valued and listened to.

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

Staff engage in meaningful and rich interactions with children. They allow time for thoughtful conversations and encourage children to think and respond. This approach helps children to become socially confident and develop positive social skills. Staff actively seek children's opinions, for example, by asking young children about their experiences with food and how it makes them feel. Leaders maintain strong links with other professionals, and the valuable insights gained from listening to children's voices have been shared in various health reports.

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

Children make clear progress in their learning and development. They are naturally curious and eager to learn. Staff adapt activities to ensure that every child has the opportunity to participate. They provide suitable adaptations for children with special educational needs and/or disabilities, enabling them to engage fully with all activities. Across all age groups, children develop the skills and knowledge required for a positive start in life. Examples of engagement include babies smiling and cuddling staff while singing along to music played by a visiting musician, and toddlers exploring shape and pattern as they manipulate objects on a light table.

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

Staff demonstrate a keen understanding of how children learn and develop. Children benefit from appropriate systems that support progress from their individual starting points. There is a particular focus on inclusion and supporting disadvantaged children to receive focused support. Leadership oversight within the nursery is robust, ensuring that children are safe and able to thrive.

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Next steps

Leaders should strengthen strategies further to consistently provide targeted support for children who speak English as an additional language, to enhance their language and communication skills even more. Leaders should enrich daily routines to consistently encourage children to develop their independence and make decisions to form a firm foundation for their own self-care and physical health.

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About this inspection

The inspector spoke with the leaders, staff, the special educational needs coordinator, the safeguarding lead, children and parents and 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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Address:

The Lescudjack Centre Penmere Close Penzance Cornwall TR18 3PE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Tuesday,Wednesday,Friday : 08:30 - 13:30

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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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