Monkey Puzzle Day Nursery Stafford

Monkey Puzzle Day Nursery Stafford

Unique reference number (URN): 2522405 Address: St. Paul's Parish Hall, Garden Street, Stafford, ST17 4DD Type: Childcare on non-domestic premises Registered with Ofsted: 29/03/2019 Registers: EYR Registered person: Sharma's Kiddicare Ltd

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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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Children's welfare and wellbeing Strong standard

Leaders and staff strongly support children's welfare and wellbeing. Practice is nurturing, responsive, and individually tailored. For example, staff encourage children who face barriers to their learning to express their feelings through books and mark-making. They have created a cosy area for children to use to help them to regulate their emotions. When planning the environment, staff thoughtfully consider children's personal experiences and plan activities that enrich children's understanding of their diverse families. For instance, staff skilfully support children to build models of their own streets out of blocks to spark conversations about each child's unique family. This strongly supports children's emotions.

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Children's welfare and wellbeing Strong standard

Staff work with parents to learn and use the terms that children are familiar with, demonstrating respect for parents' views. Children demonstrate superb independence, managing routines such as serving their own meals and preparing for outdoor play. Staff model the skills that children need to develop and actively encourage them to have a go at managing their own personal needs. This helps them to learn and succeed. Children engage in purposeful physical play both indoors and outdoors, and pre-school children confidently discuss the importance of exercise and how it affects their bodies. They have regular access to drinking water, which staff ensure is topped up, allowing children to help themselves and make healthy choices.

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Achievement Expected standard

The key-person system works effectively, ensuring that all children receive consistent support in their early education. Children benefit from key staff who know them well. This contributes to children's achievement across all areas of learning. The curriculum for physical development is carefully sequenced, supporting children well. Parents comment positively on the progress their children make in this area. Children make secure progress in their communication skills, using language to express their ideas and needs. Staff encourage children to 'use their words', helping them to communicate their emotions. When children learn single words, staff support them to form two-word phrases. This helps children to build on what they know and can do. All children make good progress from their individual starting points. They are prepared for the next stage of their learning. This is particularly evident in their growing confidence and independence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have strengthened the support they offer children to help them to manage their emotions. For instance, they model expected behaviours and use positive language to reinforce expectations. Staff give children an individual five-minute warning before they move to the next part of their routine. This helps to prepare children for what comes next while maintaining a calm atmosphere. Staff guide children to be kind and cooperative. They help children to work together when conflicts arise, such as when there is a disagreement over a toy. Positive relationships between staff and children are evident. Staff consistently praise children, which supports their confidence and sense of achievement. For example, children show pride as they eagerly show off the stickers they have earned.

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Behaviour, attitudes and establishing routines Expected standard

Parents comment on the flexible routines that help their children to settle. For instance, when children occasionally arrive late, staff adapt the routine so that they can have breakfast. Leaders talk to parents about expectations for start times and explain why being on time is important. This helps to promote positive habits. Children demonstrate confidence and independence in managing daily routines. For example, pre-school children know to line up ready to go outdoors. However, transition times between activities are not always planned well to support children as effectively as possible. For example, the lunch trolley arrives just as staff are about to read a story. Some children settle and listen, while others are invited to see what is for lunch. Although children are engaged at all times, this affects children's attention through the story.

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Curriculum and teaching Expected standard

Leaders and staff design and implement a curriculum that meets the needs of all children. They use observation and assessment to identify children's starting points and tailor their teaching accordingly. Staff actively engage with children during play and introduce a range of vocabulary, such as 'beak', while discussing how birds eat worms. Staff foster early mathematical understanding by encouraging children to count their friends before going outdoors. They explore concepts such as 'faster' and 'slower' during music and movement sessions. Children who speak English as an additional language are well supported. Staff work with parents to learn key words in their home language and use these with children as they learn and play, developing their spoken English. As a result, children learn to speak English well.

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Curriculum and teaching Expected standard

Staff invite visitors and pets into the nursery to broaden children's understanding of the world and enrich their experiences. Children's experiences at home inform planning. For instance, after children go on a Gruffalo walk with their family, staff develop activities that reflect children's interests in the familiar story. Children take part in a variety of indoor and outdoor activities, with staff guiding them purposefully to strengthen physical skills such as balance and coordination. Leaders consider and adapt room layouts and resources to ensure younger children have lots of opportunities for movement, supporting their early physical development.

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Inclusion Expected standard

Leaders and staff know children well and help them to make secure progress from their starting points. They quickly identify gaps in learning and use targeted strategies to close them. For example, staff use sign language and visual aids to strengthen communication for children with special educational needs and/or disabilities (SEND). Staff seek support from other professionals when this is needed. They implement advice from other agencies and work closely with parents to continue children's learning at home. Leaders demonstrate a secure understanding of how to use funding effectively. They are clear on how to measure the impact of this on children's learning and development.

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Inclusion Expected standard

Staff help children to understand what makes them unique. For example, staff talk about similarities and differences, which promotes children's understanding of themselves, others and wider communities. Staff encourage children's participation in routines and make adjustments such as providing familiar foods at mealtimes so that children with SEND benefit from social experiences. Staff attend relevant training which helps them understand and support all children's needs.

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Leadership and governance Expected standard

Since the last inspection, leaders have made improvement across the nursery. Staff receive purposeful training, including developing their understanding of the key-person role and approaches to supporting children's behaviour. Leaders promote the consistent use of effective strategies, such as using positive language and modelling expected behaviour. Staff embed these well in their daily practice. Leaders ensure that children with special educational needs and/or disabilities receive timely interventions. They guide staff to consider each child's individual needs, helping children to make secure progress. Leaders foster a supportive environment that prioritises staff development and wellbeing. They monitor practice and encourage staff to observe one another, promoting a reflective learning culture. Leaders recognise and celebrate staff's achievements. For example, they have an 'employee of the month' to recognise staff's effort. Parents report that they value staffs' hard

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Leadership and governance Expected standard

work and dedication in supporting their children. Parents say that staffs' feedback provides a 'colourful picture of their child's day'.

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

Children are happy and eager to learn, demonstrating a sense of belonging. For example, babies clap their hands and kick their legs in excitement during interactions with staff. When

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Inspector:

Mikaela Stallard toddlers feel unsettled, staff offer them a cuddle and words of reassurance. This promotes positive behaviour. Children demonstrate confidence in their abilities. For instance, toddlers climb across low-level apparatus and smile as they go down the slide. Children respond well to staff's guidance and praise. For example, they try hard as staff support them to put on their coat and fasten the zip. The impact of teaching on children's learning is evident as they eagerly revisit favourite activities such as filling bird feeders in the garden. Children remind staff to bring the water bottles and to put on their coats before going outside, showing an awareness of their personal needs. However, transition times between activities are not always managed consistently or smoothly, which means that children spend more time waiting. For example, at lunchtime, children are ready to sit but the tables have not yet been

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Inspector:

Children demonstrate high levels of independence, and there is clear progression in their skills. Staff focus on helping children to develop the physical skills they need for self-care. As a result, children learn to feed themselves and quickly progress to serving their own meals. Leaders support parents to access funded places. This helps children to benefit from their early education through consistent attendance. Staff closely monitor children's progress and celebrate every achievement. For example, where children have special educational needs and/or disabilities, staff celebrate milestones such as making eye contact and playing alongside their peers. They use children's interests to encourage participation in group activities, creating opportunities for social interaction.

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Next steps

Leaders should guide and support staff to ensure that transitions between activities are smooth and consistently implemented in practice.

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About this inspection

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

St. Paul's Parish Hall Garden Street Stafford ST17 4DD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sharma's Kiddicare Ltd

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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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