Nanny Bears Nursery Zetland Park

Nanny Bears Nursery Zetland Park

Unique reference number (URN): EY552010 Address: Nanny Bears Day Care Centre Behind Zetland Church, The Crescent, Redcar, Cleveland, TS10 3AX Type: Childcare on non-domestic premises Registered with Ofsted: 25/08/2017 Registers: EYR, CCR, VCR Registered person: Nanny Bears Day Care Centre 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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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have consistent expectations for behaviour. From the earliest stage, children are supported to understand simple rules and routines. For example, babies are reminded to use 'gentle hands' when climbing and playing alongside others. Staff are calm, fair and consistent in their approach, which helps children feel secure and understand what is expected of them. As a result, children typically manage their behaviour well and play harmoniously and cooperatively together.

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Behaviour, attitudes and establishing routines Expected standard

Staff model respectful behaviour and praise children when they notice positive interactions. This encourages children to be kind, take turns and develop friendships. When behaviour concerns arise, staff access further training to improve their practice, support children and reduce incidents. Attendance is monitored closely so that children learn the importance of regular routines and positive attendance. Babies are comforted with warmth and reassurance, helping them remain calm and content as they join in with play and exploration.

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Children's welfare and wellbeing Expected standard

Leaders and staff have created a warm and welcoming environment where children enjoy learning and playing. Daily opportunities to explore outdoor areas support children's physical development and give them space to be active and curious. However, leaders recognise that physical development is not yet promoted consistently across the curriculum for all children.

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Children's welfare and wellbeing Expected standard

Children's personal needs are met well. Staff encourage children's independence from an early age, such as pouring their own drinks, choosing resources and helping friends. This helps to build children's confidence and self-care skills. Staff promote positive social interactions and good manners throughout the day, particularly at mealtimes. Children are supported to recognise, express and manage their emotions through consistent support and nurturing relationships.

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Children's welfare and wellbeing Expected standard

Leaders support children to understand healthy eating and lifestyles. This is reinforced by staff through conversations about food and modelling of healthy habits. The approach to oral health is a strength. Tooth brushing is embedded into daily routines and delivered in a

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Needs attention

playful and engaging way. Babies and children are eager to join in, which helps them form good oral-care routines and supports positive lifelong habits.

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Inclusion Expected standard

Leaders act quickly when they identify children who may need additional help, such as those with special educational needs and/or disabilities. They work effectively with the local authority and other professionals, including social workers and speech and language therapists. This helps to ensure that children receive appropriate support as soon as possible. Staff understand and follow specialist advice so that children benefit from strategies to help them learn and communicate well. Support plans are informed by assessment and reviewed regularly. When children have individual targets, staff know how to support them. For instance, staff help children to practise key skills throughout the day. This helps to reduce barriers to learning and supports children's progress over time.

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Inclusion Expected standard

Children who are disadvantaged, including those who are eligible for additional funding, receive extra help that is tailored to their needs. Funding is used to reduce barriers that could affect children's learning, particularly around their communication and confidence. Leaders monitor children's progress to ensure that the support makes a difference. These positive approaches help children who need additional support feel valued and take part fully in nursery life.

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Achievement Needs attention

As a result of inconsistencies in teaching and the organisation of the curriculum, children's progress, particularly in some areas of learning, such as physical development, is not secure. Children make steady progress in their confidence, communication and social skills. Babies and younger children benefit from warm interactions that help them feel secure and ready to explore. Disadvantaged children, including those eligible for additional funding, achieve appropriately from their starting points, particularly in early language and emotional development. Children known to social care and those needing emotional support are fully included in daily routines. Children with special educational needs and/or disabilities practise key skills and make progress from their starting points, supporting them to be better prepared for their next stage of learning.

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Curriculum and teaching Needs attention

Leaders know what they want children to learn during their time at the nursery. However, curriculum organisation does not ensure that all children consistently build their knowledge and skills in a clear and connected sequence. As a result, teaching sometimes focuses on activities rather than sharply identifying the specific skills or knowledge children need to develop next. This means the support children receive can vary and can slow the pace of learning for some children. Leaders have begun work to strengthen the curriculum and have identified areas where improvements are needed. These plans are in the early stages, and it is too soon to see the full impact on children's learning.

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Curriculum and teaching Needs attention

Leaders have a secure understanding of the needs of the local community. This is reflected in aspects of the curriculum such as the focus on oral health. This supports children to develop healthy habits from a young age. Staff's interactions with children are positive and nurturing. They notice children's gestures and respond sensitively. This helps even the youngest children to feel safe and understood and to communicate. Staff talk to children as they play, which helps build their early language and supports children to feel confident in expressing themselves. Assessment is used to identify children's needs, but it is not yet consistently effective in shaping teaching so that learning builds securely over time.

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Leadership and governance Needs attention

Leaders do not have a deep understanding of how well the curriculum is implemented across the nursery. While intentions for children's learning are appropriate, the curriculum is not sequenced clearly enough to ensure that every child builds their knowledge securely over time. As a result, leaders' evaluations of the impact of teaching are inconsistent. Leaders are committed to providing a welcoming and nurturing environment for children and their families. They have a broad understanding of what they do well and have begun to identify priorities for improvement. Leaders act promptly when issues arise, such as around children's behaviour. Leaders source appropriate staff training, which has led to positive improvements in children's personal development. Leaders are mindful of staff wellbeing and workload when introducing changes, and they work effectively with external agencies to ensure that children who need additional help receive timely support.

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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 with different starting points and make steady progress overall. They build communication and social skills because staff know them well and give them encouragement. However, not all children benefit equally from these experiences. The curriculum and teaching do not consistently build securely on what children already know in all areas, which can slow the pace of learning for some children. Children who need extra help, such as those with special educational needs and/or disabilities, those who are disadvantaged and those eligible for additional funding are well supported. Staff offer support with warmth and reassurance. This helps children to develop confidence and participate fully in nursery life, promoting a sense of belonging.

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

Children feel safe and secure at the nursery. They form bonds with their key staff and seek them out for comfort and support when they need it. As a result, even the youngest children settle quickly and are ready to explore and play. Staff welcome children warmly each day, and children know the routines. They move confidently around the environment, choosing activities that reflect their interests and their individuality. Staff encourage independence from an early age, and children practise doing things for themselves, such as putting on aprons. Children get along well with one another and help their friends. They show kindness and learn how to share and take turns as staff model calm and respectful behaviour. Children play happily and maintain focus during activities. Attendance is promoted well, and children attend regularly. This helps them benefit from routines and learning experiences. Most children are developing their independence and the skills they need to be ready for

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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About this inspection

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

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

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Address:

Nanny Bears Day Care Centre Behind Zetland Church The Crescent Redcar Cleveland TS10 3AX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Nanny Bears Day Care Centre Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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