Sprites Woodland Nursery Ltd

Sprites Woodland Nursery Ltd

Unique reference number (URN): EY477439 Address: The Scout Hut, Capstone Road, Chatham, kent, ME5 7NH Type: Childcare on non-domestic premises Registered with Ofsted: 16/05/2014 Registers: EYR, CCR, VCR Registered person: Sprites Woodland 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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Inclusion Strong standard

Staff are well trained and highly skilled at identifying and supporting children who may need extra help to achieve in their learning. They adapt their practice, using the graduated approach, to ensure all children can be included. For example, they differentiate activities so all children can take part. Staff work closely with parents and outside agencies to gain extra funding and support to reduce barriers so children can make the best possible progress in their learning. For example, staff use extra funding to purchase resources that support children's next steps in learning. Staff facilitate workshops for parents to support children at home with topics such as behaviour and healthy eating. The manager understands the pressures on families at the beginning of the day. She offers a free breakfast club for all families to ease the pressure and ensure all children are well nourished with a healthy

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Achievement Expected standard

On the whole, children generally make positive progress in their learning. Staff find out what children know and can do when they start. They use this to develop an effective curriculum. Regular assessments allow staff to monitor children's achievements and adapt the environment to meet the needs of all children, especially those who need more support to achieve, such as children with special educational needs and/or disabilities. Children are developing good language skills for their age and ability. Staff generally support and extend children's vocabulary. They introduce and use new words, and children then use the new words they have learned in their play, such as 'broccoli'. Staff react to non-verbal cues from children and follow their lead, such as when they pull staff towards what they want. This helps all children to communicate their needs. On the whole, children are prepared for their next stage in learning, such as school. However, staff do not plan as well for children to

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Achievement Expected standard

develop their social skills, such as during group times, which are not always planned to ensure all children have the opportunity to join in, meaning children quickly lose interest. This, at times, affects their engagement and focus.

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Behaviour, attitudes and establishing routines Expected standard

Children know the routines well. They have developed positive relationships and strong bonds with staff. Children are cuddled and comforted regularly by staff, who show genuine interest in them and praise and encourage children to develop independence. For example, children put on their own shoes and choose what they want to play with. Staff have high expectations for children's behaviour. Where needed, staff remind children to manage their behaviour in a calm and patient manner while playing. This supports children's understanding of how to manage their own feelings and to develop friendships with other children. Staff monitor children's attendance and punctuality effectively. They understand the importance of regular attendance and the impact this has on children's learning. However, at times of transitions, such as to snack time, children are kept in a group for a long time, which affects their behaviour. Some children become upset, and although staff support

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Behaviour, attitudes and establishing routines Expected standard

children with special educational needs and/or disabilities well, it impacts on other children's learning.

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Children's welfare and wellbeing Expected standard

Staff prioritise children's welfare and wellbeing. They work with parents from the start to settle children in and meet their needs. Children form good relationships with each other. They seek out their friends to play and share their ideas while playing, such as when cooking in the home corner. Staff place a high priority on children's health. They embed good hygiene routines, such as washing hands before eating. Children are offered healthy snacks, such as fruit, and they go outside daily in the fresh air. This helps children to develop healthy lifestyles. Staff work with parents to provide support for children who may need support with food and intolerances to ensure they are fully included. Staff have effective procedures in place to support all children, including those with special educational needs and/or disabilities, to manage their emotions. They read books and use photos to help children understand their feelings. This helps children to begin to self-regulate.

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Curriculum and teaching Expected standard

Leaders plan a curriculum that is designed so all children, including those with special educational needs and/or disabilities (SEND), can achieve their maximum potential. They regularly monitor the curriculum to ensure their teaching is having an impact on what children learn. Staff consider what children are interested in and plan activities taking this into account. For example, children have an interest in 'elf on the shelf'. Staff provide a range of resources for children to explore and use the activity to support communication and language. Staff skilfully teach mathematics and adapt their approach so all children can learn in a fun way. For instance, they use physical activities to introduce distance, such as using their bodies to measure the space between trees. These experiences give children a good base knowledge of mathematics. However, some areas are not as well planned for, such as group times. Although children with SEND are supported well, staff do not recognise

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Curriculum and teaching Expected standard

when other children have lost interest, which does not fully support children to develop their listening and concentration skills. This impacts on their focus and engagement.

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Leadership and governance Expected standard

Leaders are passionate about their role and proactive in their approach. They work closely with parents to plan an effective curriculum for all children, including those who may need more support in the setting and at home. For example, leaders and staff meet with parents regularly to share children's achievements and how to continue this learning at home. This joined-up approach has a positive impact on the care and education of all children. Leaders value staff and have regular meetings to check on their wellbeing and workloads. Staff attend regular training to continually improve their knowledge and teaching. For example, they recently attended training to support the emotional needs of children. This had a positive impact on how they support children to name and regulate their feelings. Leaders reflect on a regular basis to ensure they continue to offer quality education and care. However, group time is not as well planned as other parts of the day. This affects children's

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Leadership and governance Expected standard

engagement and, at times, impacts on their behaviour and learning. Nonetheless, overall, leaders have an accurate idea of the strengths and areas for development of the setting.

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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 arrive happy and excitedly enter this welcoming, well-run setting, showing a sense of belonging and that they feel safe and secure. They thrive in the well-organised environment created by staff. Children enjoy pretending to cook together and build dinosaur houses from bricks. This helps children to develop their social skills. Support for children with special educational needs and/or disabilities is strong. Staff ensure they adapt their practice so all children can achieve in their learning. Staff plan activities that support next steps in children's learning. For example, staff plan nature walks, where children use their senses to explore what they find. They learn what is safe to touch and what is dangerous. Staff follow children's interests, such as when they find a 'fairy house'. Children share their ideas and work together to create a story about the fairy. Staff then revisit this experience

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

when children are back in the setting. This helps to develop children's love of learning. Staff actively listen to all children's views. They value their contribution to the story as they effectively pose questions to extend the story. This helps children feel valued and enjoy and achieve in their learning.

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Next steps

Leaders should support staff to plan group times and points of transition more effectively so all children remain engaged and fully benefit from the intended learning.

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Address:

The Scout Hut Capstone Road Chatham kent ME5 7NH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sprites Woodland Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 03:00

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and assistants 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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