Strawberrys Day Care Ltd

Strawberrys Day Care Ltd

Unique reference number (URN): EY484192 Address: Harmer Close, Bodmin, Cornwall, PL31 2EU Type: Childcare on non-domestic premises Registered with Ofsted: 25/11/2014 Registers: EYR, CCR, VCR Registered person: Strawberry Day Care 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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Achievement Expected standard

All children securely build the foundational knowledge necessary for future learning. They develop age-appropriate skills as they progress through the curriculum, enhancing their knowledge, memory and ability to perform new tasks. Children develop effective language and communication skills, which they use to share their thoughts and ideas. Pre-school children develop hand strength and early mathematics knowledge as they mix ingredients to bake cookies. They demonstrate perseverance and show pride when they are praised for their achievements, boosting confidence and motivation to learn. Children enjoy stories and babies smile, listening as staff read to them.

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Achievement Expected standard

Children who are disadvantaged or at risk of falling behind in their development access the full breadth of learning opportunities available to help them to ensure they thrive. Children with special educational needs and/or disabilities make good progress from their starting points through the targeted support and intervention they receive. All children are well prepared for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff foster a warm and inviting environment. This inclusive atmosphere encourages children to explore independently and collaboratively within a supportive setting. Staff maintain high expectations for children's behaviour, consistently guiding them to understand how their actions affect others. As a result, children demonstrate kindness and respect towards both peers and adults. There is a strong emphasis on positive relationships, with children readily helping one another, such as when laying the table for snack times and organising name labels. Staff support children in learning valuable social skills, including taking turns and sharing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders actively engage with families to highlight the importance of consistent attendance, ensuring that children benefit from regular participation in the setting's routines. Children are familiar with, and follow, well-established routines, which helps them feel secure and understand what is expected of them, as well as what will happen next. These practices collectively promote a positive environment with commonly understood behavioural expectations and a sense of security for all children.

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Curriculum and teaching Expected standard

Staff thoughtfully plan and deliver a broad curriculum that is carefully sequenced to build on what children already know and can do. Assessments are used effectively to tailor teaching to individual children's stage of development. Children are given opportunities to revisit and practise their learning, which helps to consolidate their understanding and skills. During conversations, staff encourage children to take their time when thinking and responding. This supports children in developing their own ideas as well as building their confidence. Staff use a wide vocabulary, speaking clearly to model language effectively. When discussing healthy food choices, staff support children in exploring the benefits of calcium, encouraging children to use new words.

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Curriculum and teaching Expected standard

Leaders have recognised the importance of strengthening the mathematics curriculum, leading to a positive impact on children's mathematical knowledge and understanding. Staff have received targeted training in mathematics. Pre-school children are able to confidently count up to, and recognise, the number 12. Staff adapt activities so all children can take part, including those with special educational needs and/or disabilities. During outdoor 'healthy movers' sessions, the group is divided so that younger children can take part, for example learning to balance as they stand on one leg. Music and dance sessions are inclusive and toddlers join in, moving their bodies and developing an awareness of rhythm.

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Inclusion Expected standard

Staff have high expectations for all children, recognising and assessing each child's individual needs promptly. This enables the early identification of support requirements, ensuring children receive appropriate intervention at the earliest opportunity. Effective adjustments are made within activities to guarantee that every child can participate fully and feel included. These adaptations reflect a commitment to inclusive practice, allowing all children to access learning experiences regardless of their starting points or barriers. Staff are equipped to respond to a range of needs, enabling children who require additional support to make good progress in their learning and development. Staff establish and maintain strong relationships with other early years professionals. Together, they develop suitable support programmes tailored to individual children. These programmes are closely monitored to ensure they have a beneficial effect on children's development.

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Inclusion Expected standard

Leaders ensure that the early years pupil premium is used effectively to support disadvantaged children. This targeted funding is directed towards initiatives that make a positive difference to children's development and outcomes. Staff understand the significance of regular attendance for children's learning and development. Leaders proactively adapt children's hours to accommodate family circumstances, thereby, promoting attendance and supporting children's ongoing progress.

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Children's welfare and wellbeing Needs attention

Staff do not consistently ensure that children are adequately supervised while eating. They are in close proximity but do not always have children both in sight and hearing as they are completing other tasks. This does not adequately protect children from the risk of choking or from sharing food that may not reflect their individual dietary restrictions. Staff do not consistently follow expected procedures for supervising children during activities. There are times when management have to intervene during activities because staff fail to recognise potential risks.

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Children's welfare and wellbeing Needs attention

Children are actively encouraged to maintain their health and fitness through regular movement sessions, which take place both indoors and outdoors. Staff play a key role in fostering children's growing independence, supporting them as they develop essential self- care skills. Effective handwashing routines are firmly embedded within the daily practice, promoting good hygiene and reducing the risk of illness. The nursery environment is designed to be safe and inviting, helping children to feel secure and comfortable. Staff are committed to ensuring that children form secure and responsive relationships with their key persons, as well as with their peers. This supports their emotional wellbeing and sense of belonging.

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Leadership and governance Needs attention

Leaders demonstrate knowledge and confidence in their roles, displaying an understanding of how children develop and learn. There is a positive focus on ensuring children who are disadvantaged or those with special educational needs and/or disabilities are well supported to make good progress in their learning and development. Overall, leaders recognise the strengths of the provision and identify relevant areas for improvement. However, they do not monitor closely enough to ensure that staff deployment is effective at mealtimes and that all staff follow the intended processes for supervising children during activities. Leaders report that immediate staff training will address the weakness in supervision so that it does not have a significant impact on the safety of children.

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Leadership and governance Needs attention

Staff members report feeling well supported and valued, which contributes to a positive working environment, where they enjoy their roles within the nursery. Professional development is prioritised, with all staff undertaking regular training tailored to the needs of the children in their care. Recent sessions have focused on safer sleep procedures and enhancing staff's use of vocabulary, which helps to support the development of children's language and communication skills. Parents report that communication is effective and that they feel well informed about children's progress. Leaders foster positive working relationships with other early years professionals, further supporting the quality of provision.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 enter the nursery happily, greeting their friends and staff members. This is reflective of the welcoming and supportive environment. Staff form positive relationships with children and fully understand the significant impact these relationships have on children's learning and development. Each child is cared for and valued, fostering a strong sense of belonging within the nursery. As a result, children are socially confident, eager to build new friendships and keen to share their knowledge and abilities with others.

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

Children across all age groups demonstrate curiosity and enthusiasm for learning. Babies smile as they explore the nursery environment, building essential core strength as they pull themselves up to stand. Pre-school children engage in early mathematics activities, such as playing with wooden puzzles, which helps them develop matching and sorting skills. Older children develop physical and social skills as they work together to use tools to move sand between containers. All children acquire the knowledge necessary to make good progress from their starting points. Pre-school children are well prepared for the transition to school, with some older children confidently recognising and writing the letters of their own names. Staff support families to extend learning at home with 'learning packs' containing activities prepared for individual children's current learning goals. Staff provide children who

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

experience barriers to learning with effective support.

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

During mealtimes, leaders do not consistently ensure that staff are deployed effectively to observe children who are eating, which is essential for maintaining safety. In addition, at times children do not benefit from the vigilant supervision that leaders expect from staff, to ensure their safety during activities.

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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 actions by the assigned date:

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About this inspection

The inspector spoke with leaders, safeguarding leads, practitioners, the special educational needs coordinator, children and parents during the inspection.

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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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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:

Type: Childcare on non-domestic premises

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Address:

Registered person: Strawberry Day Care Limited

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Address:

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