Start Point Northam

Start Point Northam

Unique reference number (URN): 131570 Address: Kent Street, Northam, Southampton, Hampshire, SO14 5SP Type: Childcare on non-domestic premises Registered with Ofsted: 13/10/2000 Registers: EYR Registered person: Southampton City Council

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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 in this setting are achieving well in their development. They show they have good communication and language skills. Children are also building good relationships with their peers. For example, they play alongside each other, using their imaginations to create storylines in their play. Children build on their previous learning experiences and meet their next steps in their learning.

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Achievement Expected standard

Children are prepared for the next stage of their learning, such as preparing for school. They are independent and confident. For example, children independently access the activities provided, when they find things more tricky, they will confidently ask an adult for help. Children are well prepared for their transition on to school.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations for children's behaviour. They take opportunities to remind children of the rules. For example, staff use a teddy bear to highlight these, such as using 'listening ears'. They repeat these rules throughout the day, particularly at group times. Children are beginning to follow these. Staff swiftly stop children if they are not following the rules and have discussions to deal with conflict. They also teach children strategies when it comes to sharing and turn-taking. For example, staff encourage children to decide who will go first and then pass it to the next friend when they are finished. Children are beginning to show respect for one another.

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Behaviour, attitudes and establishing routines Expected standard

Children have positive relationships with the staff. All staff know children well and have an understanding of their individual needs. For example, key persons work closely with families prior to starting the setting, to understand the best way to support children. Staff try to ensure children have consistency between the home and the setting. Children follow the routines well and show they feel safe.

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Behaviour, attitudes and establishing routines Expected standard

Children have a positive approach to their learning and enjoy the activities they do. They are very excited to come into the setting and are quick to join in. The children generally behave well, especially when they engage in their chosen activity. They are proud when staff praise them for their achievements. Leaders work closely with parents and carers to encourage attendance at the setting, to ensure that children are familiar with the routine.

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Children's welfare and wellbeing Expected standard

Leaders create a safe space for children to feel happy and secure. Once children have put their belongings away, they self-register, where they put their name on how they are feeling today. This allows for their key persons to have a discussion with them about their feelings and why they feel this way. Children confidently approach their key persons when they need help, such as when they need a change of clothes. Children show they feel safe with the staff caring for them. However, not all staff understand their roles as key persons, when forming secure attachments with children. For example, key persons do not consistently communicate with the parents and carers at drop off or pick up times. Sometimes, barriers can get in the way of this. By improving this process, it would ensure that all children's wellbeing is catered for, especially when settling into the setting.

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Children's welfare and wellbeing Expected standard

Staff promote the importance of having a healthy lifestyle. Children join in with physical activities, which encourages moving in a range of ways. They learn about making healthy choices during snack times. For example, children choose from a range of fruits. Leaders work with families to ensure they provide a healthy packed lunch for their child. Children have good self-care skills. For example, they wash their hands and wash up their bowls and cups. Staff work with the children on teeth brushing to promote children's good oral health. Children learn how to look after themselves by following these hygiene routines.

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Curriculum and teaching Expected standard

Leaders promote an ambitious curriculum. Staff have an extensive knowledge on what they want children to learn. They set up an enabling environment that gives children the confidence to access all 7 areas of learning. There is a focus on developing children's independence skills. For example, children access the resources freely and prepare their own snack.

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Curriculum and teaching Expected standard

Staff promote children's communication and language skills well. Children learn new words. For example, staff sing nursery rhymes, read stories and use modelling and repetition to support this learning. Staff overcome barriers that children face in their communication. For example, they use signing and visual aids. Children demonstrate an effective understanding and build on their language skills.

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Curriculum and teaching Expected standard

Children are developing early mathematics skills. Staff encourage children to count regularly and talk about size and positioning. Children use mathematical language in their everyday conversation. For example, children talk about items that are 'bigger' and 'smaller' than another.

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Curriculum and teaching Expected standard

Staff promote children's physical development through a range of different activities. Children develop their fine motor skills, such as through manipulating play dough, cutting and mark making on the chalk board. They develop their gross motor skills inside and outside by moving in a range of different ways using equipment. Children enjoy these opportunities and are becoming stronger. Staff provide a range of child-led activities and adult-led activities. Staff assess children's learning to develop their knowledge and understanding further or to teach them a new skill. However, during group times, the teaching is not as effective as other times. For example, during story time, staff do not extend children's learning of the story being told or question children on what they have heard. Leaders do not consistently ensure that staff are using every opportunity to teach children.

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Inclusion Expected standard

Leaders have an effective understanding of the local area and the difficulties their families are facing. They help families to access funding to help their child benefit more from their education. For example, leaders use funding to cover extra sessions and resources for children's home learning. They also work alongside other professionals, who can support children's development. This helps children to get the best start in life with the support of this setting.

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Inclusion Expected standard

Staff support children with special educational needs and/or disabilities. Staff use their knowledge and experience to identify if children have a particular need. Staff work together to plan for these children, using a range of methods and programmes. For example, staff take small groups to work on children's speech and language development. Children who speak English as an additional language are also supported well. Staff work with families to teach children the English language and use visual aids to help them learn about routines. All children have a positive attitude towards their learning.

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Inclusion Expected standard

Leaders are always looking for opportunities to develop and enhance their skills. For instance, they sign up for extra training and pilot schemes to support the children in their care, such as trauma and neurodiversity training. This ensures that all staff keep their knowledge and skills up to date.

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Leadership and governance Expected standard

Staff feel extremely well supported by the management team. They have regular meetings with managers, where their wellbeing is a priority. Staff benefit from professional development, such as completing training to support children with special educational needs and/or disabilities. This supports their teaching to ensure that children can overcome barriers in their learning. Leaders work with external agencies regularly to provide extra support for those children who need it. Leaders know what their strengths are as a setting and highlight areas where they can improve on. For example, they are accessing pilot schemes to extend their knowledge further.

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Leadership and governance Expected standard

Leaders work with their families to support them at home. For example, they provide workshops and information books. There is a range of support to help parents and carers with meeting their children's basic needs, such as sleeping and eating. Leaders also use additional funding to provide resources for home learning. They have formed good partnerships with parents. Staff make sure to find out everything about individual children before they start attending the setting. For example, they visit the home and meet with the family. Staff have an extensive knowledge about each child and their home life.

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

Staff welcome children, who happily enter the setting and independently put their belongings away. Children eagerly play with the activities on offer. Staff set out a range of activities that they know the children will enjoy playing with. For example, children decorate a cardboard box and use it as a den. Staff meet children's needs and know children very well. Children show they feel safe and secure in this setting.

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

Staff understand that all children are unique and work with them individually to develop specific skills. They are aware of each child's abilities and find ways to extend their learning further. Staff plan activities based on children's interests and their next steps in learning. Each activity has a specific learning intention to help children progress. For example, children enjoy developing their fine motor skills, when decorating the Christmas tree. They enjoy the learning experiences and are progressing in their development.

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

Children play alongside each other, using their communication skills during their play. Staff promote situations that allow for children to build on their social skills. For example, during snack time, a group of children sit with staff, where conversations are ongoing. Staff teach children to be kind and respectful of one another. Children are beginning to form relationships with other children. They play alongside each other in activities that interest them. Staff support children in sharing and turn-taking. Children show they have good social skills.

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Next steps

Leaders should ensure the curriculum is taught consistently well across the setting, in particular during group times. Leaders should ensure that staff fully understand their role as a key person, to form secure attachments and promote children's welfare and wellbeing further.

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Address:

Kent Street Northam Southampton Hampshire SO14 5SP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Southampton City Council

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:25

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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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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