Cheeky Monkeys Preschool

Cheeky Monkeys Preschool

Unique reference number (URN): 2809711 Address: Bethel Christian fellowship hall, Church street, Witham, Essex, CM8 2JP Type: Childcare on non-domestic premises Registered with Ofsted: 21/01/2025 Registers: EYR Registered person: Brannan, Jacqueline

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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 Expected standard

Leaders have worked hard and made relevant changes to ensure that the setting is a safe and welcoming environment. Improvements have been made to the toileting arrangements. This means that children are supported to become independent in meeting their own care needs with no compromises to their privacy and safety.

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Children's welfare and wellbeing Expected standard

Leaders have introduced robust systems to seek information about children's allergies from parents and carers at the earliest opportunity. They relay this information to staff to ensure that children are not exposed to allergens. Leaders work in partnership with parents to ensure that the food they provide in packed lunches is healthy and nutritious. Children have opportunities to be physically active in the outdoor area of the setting. Leaders support parents to help them to make healthy choices with their children about rest and screen time.

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Children's welfare and wellbeing Expected standard

Procedures have been implemented to make sure key persons build positive relationships with families and share information about children's development. Children form strong bonds with staff, smiling and laughing with them during their play. Staff treat children with kindness and respect and are good role models. Children are well supported to recognise, express and manage their own emotions. Parents report that their children are happy to come to the nursery and have settled well.

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Achievement Needs attention

Leaders have a secure knowledge of children and the local area. Children develop confidence in sharing their thoughts and feelings and ask for support when needed, which helps to prepare them for future learning.

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Achievement Needs attention

However, weaknesses in the curriculum and teaching mean children are not supported to reach their full potential. Children show an interest in the activities on offer and remain engaged in them for periods of time. However, these activities are not designed with children's individual learning needs in mind. This means that children's learning is incidental, rather than purposefully planned to build on children's skills and knowledge over time. This limits the opportunities that children, including those with special educational needs and/or disabilities, have to make consistent progress in their learning.

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Behaviour, attitudes and establishing routines Needs attention

The provider has taken steps to support staff to gain an understanding of the appropriate expectations for children's behaviour. They now have strategies in place to support children's behaviour in an age- and stage appropriate way, and these are starting to be applied in practice. Staff give praise to children to reinforce positive behaviour and remind children of the reasons behind the rules, so they learn to regulate their own behaviour. This means children generally behave well. Staff provide guidance to parents to help them to respond appropriately to the behaviours children display at home.

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Behaviour, attitudes and establishing routines Needs attention

Children generally settle well when they arrive and become engaged in the activities on offer. They happily play alongside each other. Children who become upset by leaving their parents and carers soon settle into activities with support from staff. Children build trusting relationships with staff and seek them out for reassurance and support when needed. They demonstrate their excitement as their friends arrive at the setting.

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Behaviour, attitudes and establishing routines Needs attention

Leaders promote the importance of attendance to families and follow up on any non- attendance. However, actions that have been taken are at an early stage and are not yet having a consistent impact on children's behaviour and attitudes to learning.

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Curriculum and teaching Needs attention

Leaders recognise that further changes are required to ensure that children receive a high- quality education and welcome support from their local authority advisers. Staff know their key children well and know where they are in their learning. However, they do not implement a curriculum that is focused on children's individual needs and next steps in their learning. Staff do not plan precise, well-sequenced next steps for children to help them to build on what they already know and can do.

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Curriculum and teaching Needs attention

For example, staff place emphasis on learning colours, numbers and letters for the youngest children, who would benefit more from activities focused on sharing and building their emotional resilience.

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Curriculum and teaching Needs attention

Since the last inspection, there have been positive changes in how staff interact with children. Staff provide information when children play and ask some simple questions. Children welcome staff into their play and enjoy creating meals for them in the home corner. Staff's interactions are positive, for example staff talk with them about the different colours and shapes they can see. Staff narrate children's play to expose them to a wider vocabulary. However, staff do not focus their interactions on what children need to learn next to develop their knowledge and skills to a higher level.

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Inclusion Needs attention

The provider has made noticeable changes since the last inspection. Staff have received training and support to help them to meet the varying needs of children. Leaders and staff now identify children who may need additional support with their development and have started to implement strategies to reduce the barriers they face. Leaders are working with external agencies to support children's needs. However, leaders have only recently started to assess children's needs effectively and take action to reduce their barriers to their learning, so this is not yet having a sustained impact.

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Inclusion Needs attention

Leaders help children with special educational needs and/or disabilities to transition to school. They work closely with schools and attend their transition visits to help these children settle. Leaders have formed positive partnerships with parents and carers. They work with them to devise strategies to support children. When parents have meetings with external professionals, such as health visitors, the provider makes herself available to attend to offer support to the parent. Leaders are aware of additional funding available to support children and are working with other agencies and families to ensure that this is used effectively.

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Inclusion Needs attention

Weaknesses in the curriculum and teaching at the setting means that staff are not planning effectively for children's individual next steps in learning. This impacts on the progress that children who may face barriers to their learning make.

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Leadership and governance Needs attention

Leaders have been proactive in bringing about the changes required since the last inspection and are proud of what they have achieved. They can identify the areas they still need to improve to secure best outcomes for all children. They are aware that the curriculum and teaching at the setting requires further improvement.

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Leadership and governance Needs attention

Leaders have recently implemented improved communication methods with the parents and carers, so they have a two-way flow of information about children's development. Parents feel the communication at the nursery is effective. Staff work closely with parents before children start attending. For instance, parents complete 'All About Me' information regarding their families. Parents are complimentary about staff, who they feel support them well, this includes support they require for their children and support for them personally.

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Leadership and governance Needs attention

Staff are encouraged to complete regular training courses and attend development meetings to improve the curriculum and teaching provided for children. They are keen to discuss the improvements they have made since the last inspection. Staff can see the benefits that they have made to the children. They feel well supported in their roles.

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

Since the last inspection, leaders have taken positive steps to address the areas needing development. They have sought support from external agencies and have made improvements that benefit children. Staff have been supported through training, supervision meetings and staff meetings. As a result, the whole team is motivated and continues to reflect on the service to improve outcomes for children. However, leaders recognise that there are still improvements needed, particularly in relation to curriculum and teaching.

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

Leaders have been proactive in improving the safeguarding procedures at the setting. Staff now recognise when children are at risk of harm and take suitable action. Leaders now keep appropriate child protection records. Staff are aware of the importance of monitoring children's attendance and recording information about children's allergies.

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

Positive steps have been taken to help staff to identify children who may have barriers to their learning. Staff are now more aware of how to support these children. They seek advice from external agencies to help meet their needs.

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

Children are happy and settled at the setting. Staff have improved their approach to supporting children's behaviour, which enables children to learn how to build positive relationships with their peers. They have opportunities to develop their independence skills. For instance, staff now provide child-sized jugs at snack time, allowing children to pour their own drinks. Children can now manage their own toileting needs.

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

However, there are weaknesses in the curriculum and teaching at the setting. Leaders plan a curriculum based on topics but lack a clear intent regarding what they want individual children to learn, based on their starting points or current stage of development. Consequently, while children enjoy the activities, these are not always appropriate, challenging or inspiring for their learning. This does not help all children to reach their full potential or consistently prepare them for their next stage of learning.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator 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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Address:

Bethel Christian fellowship hall Church street Witham Essex CM8 2JP

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 14:45

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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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