Parklanes Wykeham Childcare Ltd.

Parklanes Wykeham Childcare Ltd. Unique reference number (URN): EY344972 Address: 21 Barton Road, HORNCHURCH, Essex, RM12 4AA Type: Childcare on non-domestic premises Registered with Ofsted: 26/05/2007 Registers: EYR, CCR, VCR Registered person: Parklanes Wykeham Childcare 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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Inclusion Exceptional

Leaders demonstrate a sustained and wide-reaching commitment to inclusive practice. Their approach to sustaining an inclusive culture that celebrates every child's uniqueness is inspirational. Leaders work throughout the community to support other early years settings to promote system-wide improvement. For example, they use their expert knowledge of what children need to succeed to hold external partners to account so that children receive an abundance of support to prepare them for their education. Staff work seamlessly with other settings, including schools, to ensure that children continuously receive bespoke and specialist teaching as they transition through their education. The work that leaders do throughout their community and beyond leads to system-wide improvement. This benefits children both within the nursery and at other settings.

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Inclusion Exceptional

All staff share this strong vision for inclusive practice. They passionately seek out innovative strategies to support children's learning. Their use of expert teaching is deeply embedded throughout the setting. The impact on the learning of all children is transformational, including for children with barriers to learning. Children make sustained progress well beyond what is expected from their starting points. For example, the work that staff do with children to use specialist equipment for communication is life changing. Children who have not previously had a voice are able to express themselves. They excel as they rapidly gain skills that enable them to express their needs and confidently give opinions. This transforms children's experiences and opportunities and lays solid foundations for their future success.

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Inclusion Exceptional

Leaders ensure that funding is used to invest in a wide range of equipment to promote children's learning and wellbeing. They work closely with families and a wide range of experts to explore the latest training and technology to promote the wellbeing of every child. Staff expertly implement their training and use these tools to give commendable levels of personalised support to children. For example, staff diligently work with expert partners to support children to develop physical skills beyond expectations. Parents say that the work staff do with children helps them to achieve goals they did not think possible.

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Achievement Strong standard

All children receive the support they need to reach milestones across all areas of learning. All children make strong progress throughout their time at nursery. For example, irrespective of the barriers they face, children become skilled communicators. Children with special educational needs and/or disabilities achieve beyond expectations. Staff provide a sharp focus on fundamental skills, including communication and language.

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Achievement Strong standard

Children are well prepared for transitions as they go on to other settings, including school. Children learn key skills that prepare them for school routines. For example, they learn to carry and balance trays of food. Children learn to take appropriate risks, make mistakes and ask for help. Children are highly resilient. They are very well prepared for their future success, including school.

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Curriculum and teaching Strong standard

Leaders adopt a curriculum that is consistently of high quality. They reflect on teaching to promote consistent practice. Leaders accurately assess the impact of teaching and make decisions that lead to improvements. For example, leaders have extended opportunities for staff to be flexible in their planning and respond to children's interests. They have created morning routines that help children to deepen their understanding of concepts. For example, babies enjoy learning colour names and linking them to different scents and textures. They giggle enthusiastically as they explore. Children remember long term what they have learned.

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Curriculum and teaching Strong standard

Staff work together to ensure that the curriculum is well sequenced throughout the nursery. They adapt the small steps children need to make in their learning to reach ambitious goals. For example, toddlers and pre-school children excitedly learn to use different tools to cut vegetables and mix liquids as they follow recipes in the mud kitchen. They feel excited to share their creations with increasing confidence.

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Curriculum and teaching Strong standard

The curriculum is underpinned by challenging communication and literacy experiences. Staff consistently interact with children in engaging ways. They use a variety of techniques to help all children, including those with special educational needs and/or disabilities, to express themselves. For example, they use sign language to support children to learn and use new vocabulary. Children tackle increasingly difficult sentence structures. Staff have high expectations of what children can achieve. They encourage their independence during key learning times and through routines. Children feel competent and have high levels of self- esteem.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish an environment that celebrates children's unique personalities and talents. They teach children how to consider, and be sensitive to, the feelings of other children. For example, they talk to children about taking care of others who have specific needs, including those with special educational needs and/or disabilities. Staff are positive role models to children, showing kindness and respect for other people.

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Behaviour, attitudes and establishing routines Expected standard

Staff have warm and nurturing relationships with children. They play alongside them in the garden throwing, catching and exploring different creations in the mud kitchen. Children feel excited to share with staff what they have made. Staff praise children's achievements. Children feel confident. They spontaneously thank staff for their help and give them cuddles. Children thrive in an environment that considers their best interests. Staff adapt the curriculum to make sure that all children have the same opportunities. This includes considering children's attendance and positively promoting punctuality.

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Behaviour, attitudes and establishing routines Expected standard

Leaders share information with parents about healthy routines, including at mealtimes. Leaders recognise that further work is needed to promote children's attitudes to healthy eating.

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Children's welfare and wellbeing Expected standard

Staff create routines that promote children's physical wellbeing. This includes teaching teeth brushing, which starts in the baby room. All children, including disadvantaged children, benefit from skilled staff supporting their care needs. Staff promote the physical development of all children, including those with special educational needs and/or disabilities. They adapt policies to ensure that experiences are accessible and safe for all children. All children, including those with barriers to their learning, feel safe as they explore. They excitedly develop confidence through physical challenges and take risks that build their confidence and enjoyment of play.

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Children's welfare and wellbeing Expected standard

Staff work with parents to understand all children's routines. They build strong and trusting relationships with children and their families. Children feel emotionally and physically secure.

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Children's welfare and wellbeing Expected standard

Staff promote healthy choices to families, including regular communication about nutrition, oral health and foods that promote their wellbeing. Leaders have a policy on healthy eating that is generally well understood by staff and parents, but this is not always implemented as intended. Therefore, at times, children do not benefit from fully consistent messages about healthy eating. Leaders recognise that further work is needed to prioritise healthy eating.

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Leadership and governance Expected standard

Leaders strive for the very best for all children. They are highly reflective and open to evolving their approach to supporting children. Leaders make decisions in the best interests of all children. For example, they provide support for children through a range of experts to increase children's learning and wellbeing. Leaders work closely with staff to create opportunities for them to further their professional development. To maximise the impact on children, they ensure that these are linked to the individual needs of children in their care. Leaders listen to staff. They make sure staff understand their roles and responsibilities. This includes robust procedures for the induction of new staff. Leaders spend time ensuring that staff have high levels of wellbeing and feel valued.

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Leadership and governance Expected standard

Leaders engage positively with all parents about their children's learning and welfare. They create policies that promote children's emotional and physical health. Leaders understand that the lack of consistency in implementing these policies does not help children to develop lifelong positive attitudes to healthy eating.

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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

Staff are passionate about teaching all children to reach their very best potential and are exceptionally successful at supporting children with special educational needs and/or disabilities (SEND). Staff sequence the curriculum well. Across all stages of the nursery, children learn the knowledge they need to prepare for their future education. For example, staff teach babies key routines that consider their sensory development. They plan experiences for babies to explore scents and textures. This deepens babies' understanding of concepts and helps them to remember new vocabulary. Babies have exceptionally high levels of confidence and enjoy doing things for themselves. Children throughout the nursery are keen to show what they know and can do.

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

In the toddler room, staff celebrate the achievements of all children, including those with SEND. For example, they teach children key physical development skills that help them to form a strong foundation for future learning. Children explore the outdoor area with increasing levels of confidence. Staff skilfully support children to go from crawling to running, climbing and balancing with increasing confidence. Staff sensitively build on skills with individual children, including those with barriers to their learning. As a result, children make rapid and sustained progress in their physical development from their starting points.

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

Staff share effective strategies to support children to develop their communication and language skills. This includes children who require specialist equipment to help them express their needs. Children thrive in an environment where they feel valued and know their needs will be met.

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

Leaders consider attendance closely to ensure that all children, including those who attend part-time, get the most out of the curriculum. Staff create close bonds with individual children. They model kindness and respect for other people. Children develop the self- esteem they need for the next step of their education, including school.

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Next steps

Leaders should further develop how healthy eating procedures are reviewed to promote the long-lasting healthy eating habits of all children.

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Address:

21 Barton Road HORNCHURCH Essex RM12 4AA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Parklanes Wykeham Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 15:00

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About this inspection

The inspector spoke with staff, leaders, parents and children.

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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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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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