Kennet Day Nursery

Kennet Day Nursery

Unique reference number (URN): EY483460 Address: Kennet Day Nursery, Civic Offices, Bridge Street, Reading, RG1 2LU Type: Childcare on non-domestic premises Registered with Ofsted: 11/12/2014 Registers: EYR, CCR Registered person: Reading Borough Council

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Strong standard

Disadvantaged children and those with special education needs and/or disabilities make excellent progress from their individual starting points. Children grow in confidence as learners, building on their skills and interests to achieve well. Those with speech and language difficulties make rapid progress in their communication through targeted group activities and experiences that promote language development.

p.2

Achievement Strong standard

Children thrive during transitions. They settle quickly when joining the setting and adapt smoothly as they move into new rooms. This security enables them to continue progressing without interruption. As children grow, they demonstrate increasing independence, resilience and curiosity. By the time they leave the setting, children are well prepared for the next stage of their education. They have secure social skills, communicate confidently and engage with new learning enthusiastically. Their achievements show the sustained progress they make from their unique starting points during their time in the setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders emphasise emotional regulation. They have established a highly positive environment where expectations for behaviour are clear, consistent and understood by all. As a result, children's behaviour and attitudes to learning are excellent. All children are keen to play and learn together and to participate fully. Leaders have created a culture where children understand and manage their emotions and behaviour very well.

p.2

Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are respectful and deeply nurturing. Staff know children extremely well and use this knowledge to tailor their support. Staff skilfully consider each child's age, stage of development and individual circumstances when helping them meet behavioural expectations. This ensures that all children, including those with special education needs and/or disabilities, thrive. Children are supported very effectively to collaborate, share and get along with others. Staff model positive interactions and provide sensitive guidance that helps children develop social skills and build friendships.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders work proactively with families to promote the importance of punctuality and regular attendance. They demonstrate superb understanding of complex family circumstances and succeed in removing barriers, ensuring that children attend consistently. This personalised approach has had a remarkable impact, particularly for the most vulnerable families. Children's progress reflects this support. Many children begin as shy and leave as confident, enthusiastic learners.

p.2

Children's welfare and wellbeing Strong standard

From the outset, staff work closely with parents and carers to support each child's individual needs, including their eating and sleeping routines. Adjustments are made wherever possible to ensure that children are fully supported. During transitions on to the next room, children's key staff member visits with them, helping them settle and promoting their emotional wellbeing. Leaders implement a buddy system, so children develop secure attachments to familiar adults in the absence of their main key person.

p.3

Children's welfare and wellbeing Strong standard

Leaders and staff demonstrate a deep, well-informed understanding of the children in their care. They are highly responsive to the differing needs of children and families, and they adapt their approach to accommodate this. For instance, for babies just starting, the settling- in period is extended to meet their needs and ensure that they are happy and feel secure at the setting. Staff are passionate about using the garden to promote physical activity and personal safety. As a result, children are enthusiastic about outdoor activities and learn to manage risk. Planned activities take place outside to ensure that children experience the benefits of both indoor and outdoor learning.

p.3

Inclusion Strong standard

Leaders are swift to identify children's needs and any barriers to their learning. They are extremely proactive in seeking support and making referrals. For example, leaders succeed at getting the right support in place for children before they attend school. Staff work incredibly well with families, professionals and external agencies to ensure that children with barriers to learning gain the right support to develop. This makes a significant difference to disadvantaged children's early experiences. Leaders use early years pupil premium funding to provide rich experiences such 'low-ropes' climbing, which children may not have access to otherwise.

p.3

Inclusion Strong standard

Leaders implement an adapted approach across the setting to ensure that children with special education needs and/or disabilities (SEND) make secure progress from their starting points. Staff work well with their key children to ensure that they receive the support and interactions they need. Leaders take action to ensure that the setting is well adapted and accessible for all children, especially for those with SEND. For instance, staff adopt a flexible approach to mealtimes for children who have sensory challenges with food. This results in children making excellent progress with their eating habits and spending more time joining in at lunchtime alongside their peers.

p.3

Leadership and governance Strong standard

Leaders have extremely high expectations for the setting and are unwavering in their commitment to placing children at the heart of all decision-making. They are highly reflective and strive to create a culture of continuous improvement. This is evident in their

p.3

Expected standard

engagement with the local authority partners and their investment in high-quality, targeted training opportunities for staff.

p.4

Expected standard

Parents and carers engage thoughtfully and positively with the setting, and leaders work hard to maintain secure, trusting relationships. Their ambition for excellence for all children is demonstrated in daily practice. Partnership working has a profound impact on children and families. For example, where children have significant speech and language needs, leaders collaborate especially well with external professionals. Their ongoing support for families makes a substantial difference to children's progress and wellbeing.

p.4

Expected standard

Leaders support staff very well, including those who are newer to the profession or developing their confidence. Leaders invest in their team and take time to understand individual strengths. This enables them to plan targeted professional development that builds staff expertise and enhances the quality of teaching across the setting.

p.4

Curriculum and teaching Expected standard

In each room across the setting, children's physical, personal, social and emotional development are prioritised. Leaders and staff have ambitions for what children should achieve in each area of learning. For example, staff in the baby room have explicit ambitions for mobility, regulation and language, which they support children to reach. The outdoor area is used to support children's development and wellbeing. For instance, toddlers engage with adults pretending to become animals and move around the garden in a range of ways. The setting has plenty of age-appropriate resources and equipment to support this.

p.4

Curriculum and teaching Expected standard

Leaders sequence a sound mathematics curriculum to ensure that babies have early experiences of mathematical concepts. Staff build on this foundation well, promoting what older children need to know. Staff have recently attended training in teaching mathematics to young children and understand the positive impact this had on their planning. They plan to develop the environment to support children's progress in different skills. Staff consider children's individual needs and prioritise language development. When planning group activities to support children with barriers to learning, staff intentionally include children with more language skills to support those still developing their language. Leaders understand how to use assessment and that they should support staff to strengthen interactions, ensuring that they are purposeful and helps to extend children's thinking skills. Overall, interactions support children's progress well, and any improvements needed do not have

p.4

Curriculum and teaching Expected standard

any negative impact on children's achievement.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

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

All children settle well at this highly inclusive, supportive setting. Children are warmly welcomed by staff, and they feel happy and comfortable when they arrive. They engage with a series of calming sensory features along the wall, such interactive visuals and brushing colourful sequins. This has a profound impact on children who struggle to separate from their parents and those with special education needs and/or disabilities.

p.5

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

Children enjoy their learning, which is planned around their interests and what they need to learn next. Engaging and varied activities are on offer for children, across the setting. For example, babies develop their sensory awareness by touching and exploring different textures. Older children develop their motor skills through water play, using pipettes and containers. Children achieve well from their unique starting points. Barriers to learning are quickly identified by staff who know children well. Staff work directly with their key children on a daily basis to ensure that their next steps in learning are well supported. Leaders are proactive and engage other professional and services to ensure that children access any additional support they need.

p.5

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

Children leave the setting as confident learners. They build secure relationships with their peers and staff and celebrate each other's successes. For example, children celebrate when their friends match a pair correctly in a game. Children transition seamlessly between rooms as staff ensure that every child is well supported and feels secure throughout the process. Children are equipped with the skills they need to move on in their education. Staff have clear learning intentions for children before they leave the room. Children's wellbeing is prioritised, and staff are attentive to children's needs. For example, when children need help choosing an activity, particularly those with barriers to learning, staff are swift to step in and help children access the activities on offer.

p.5

Address:

Kennet Day Nursery, Civic Offices, Bridge Street Reading RG1 2LU

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Reading Borough Council

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Next steps

Leaders should ensure that interactions are purposeful and adapted to extend individual children's learning to support highly effective teaching further.

p.6

About this inspection

The inspector spoke with the leaders, the staff, the parents and the children during the inspection.

p.6

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.

p.6

About this inspection

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8