New Beginnings

New Beginnings

Unique reference number (URN): EY308317 Address: Austin House Family Centre, 22 Shakespeare Street, Sunderland, Tyne and Wear, SR5 2JX Type: Childcare on non-domestic premises Registered with Ofsted: 28/07/2005 Registers: EYR Registered person: Southwick Primary School Governing Body

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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 Strong standard

Children benefit from staff's high expectations. Staff support children to learn about good behaviours. For example, staff discuss the impact behaviours can have on others. They work alongside young toddlers to resolve conflict. This supports very young children to understand expectations, play well together and show kindness to one another. Children behave exceptionally well.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children to understand the importance of looking after their environment. Routines are fully established and understood by children. For instance, children sing a tidy- up time song and take on individual roles to ensure the resources are put away. Staff effectively teach children how to work together and cooperate extremely well. Children know and understand the consistent care routines. They eagerly wash hands and wait in line for lunch. Mealtimes are a sociable occasion, with staff encouraging conversation and promoting healthy food discussions. Staff work diligently to establish routines. For example, they follow a robust attendance policy, which improves children's attendance in preparation for later school life.

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Children's welfare and wellbeing Strong standard

Children are happy and settled in the presence of caring and attentive staff. Staff provide cuddles, reassurance and consistent routines. This helps children to settle, feel secure and promotes their emotional wellbeing. Leaders are responsive to children's individual needs. For example, staff observe children's attachments and responsive relationships when deciding on who is to be each child's key person.

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Children's welfare and wellbeing Strong standard

Staff ensure that children's meals and snacks are nutritious and meet children's individual needs, including stages of weaning and allergies and dietary requirements. Staff discuss with children and parents the importance of oral hygiene. Children relish using the large toothbrush to practise brushing teeth.

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Children's welfare and wellbeing Strong standard

Children are expertly supported to recognise, express and manage their emotions. For example, older children use the 'Colour Monster' to discuss their feelings. Children explain they are 'happy because it is Christmas'. Staff take a genuine interest in how children feel and how they can support children when they feel sad. This helps children to develop a very

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Expected standard

secure sense of emotional wellbeing and belonging. Children are risk assessing as they play. They explain to each other how to cross the obstacle course safely.

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Achievement Expected standard

Children make good progress across all areas of the curriculum. There is a particular focus on communication and language. Children's language is developing well, they constantly repeat new words and join in with rhymes and songs. Children who speak English as an additional language benefit from additional support and make good progress from their starting points. Children's independence skills are developing well, they understand the routines of the nursery. For example, children wash their hands prior to mealtimes and they find and put on their coats independently before outdoor play. Children develop firm friendships across age groups, which helps them transition between rooms and eventually on to school with ease. Children are well prepared for the next stages in their learning.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum. Staff place a high importance on children's emotional wellbeing and communication and language skills. Staff repeat the babies' babbles and introduce words. For instance, staff in the baby room repeat 'round' and 'round' as babies make marks with coloured ice. Babies repeat 'round' as they explore. Staff use simple sign language to help support children's understanding of language, for example, by signing 'finish' as children finish their snack.

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Curriculum and teaching Expected standard

Staff provide a stimulating environment for the children to explore, enabling children to carefully select their own activities and resources. All children, including those with special educational needs and/or disabilities or from disadvantaged backgrounds, are eager to join in the exciting activities that the staff plan. For instance, children wrap boxes using wrapping paper and tape. This helps to develop their hand-eye coordination. Staff encourage children's mathematical development. Older children play games. They roll a dice and identify the correct number on a slice of wood. Staff encourage children to attempt to write corresponding numbers. This helps to develop children's counting skills and number recognition.

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Curriculum and teaching Expected standard

Staff review children's development regularly to ensure progress is being made. They speak regularly to parents and gather information on entry about what children know and can do. However, staff do not yet use this information to plan effectively from the very beginning.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) receive the support they need to thrive. Staff use observation, assessment and careful planning to support children's development. Staff engage positively with other agencies to ensure there is effective communication about the needs of children with SEND and how to meet these needs. Leaders provide appropriate training for staff to strengthen their skills in supporting children with SEND. Parents are actively involved in children's individual plans and meet with staff regularly to review and discuss children's progress.

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Inclusion Expected standard

Staff demonstrate a thorough understanding of the needs of all children and their families. They work collaboratively to ensure that families receive appropriate and timely support. For instance, when required, staff assist parents in accessing food banks and provide additional sessions to respond to emerging needs.

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Inclusion Expected standard

Children that are eligible for the early years pupil premium are well supported. Staff consider children's individual needs and use funding to support any gaps in learning. For example, skilled staff provide children with dedicated one-to-one support.

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Leadership and governance Expected standard

Leaders are passionate and knowledgeable. They have a clear vision to provide an environment, where all children, staff and families thrive. Leaders regularly evaluate the provision and have a good understanding of areas for development. For example, since the last inspection leaders have supported staff to attend a number of training courses to support staff development.

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Leadership and governance Expected standard

Leaders regularly observe staff and provide constructive meaningful feedback, which allows for future development. Effective supervision sessions and regular staff meetings enable staff to be reflective and supports staff's professional growth. Staff feel valued as their views are considered. Leaders have implemented the 'staff member of the month', which helps to support staff's wellbeing.

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Leadership and governance Expected standard

Parents speak positively of the nursery. They feel the staff and leaders are approachable and supportive, particularly when family circumstances change. Parents feel fully involved in their children's learning. Regular meetings and updates take place. This helps parents support children's learning at home.

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

Children are safe, happy and thrive in this inviting, welcoming nursery. Staff spend time developing nurturing and trusting relationships with children and their families, which helps them to feel safe and secure. Staff have developed the environment to enable children to independently select their own activities and resources. Routines are well established and children demonstrate a positive attitude to their learning.

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

Staff support children's communication and language well. Babies learn new words and enjoy songs and rhymes. Staff introduce new vocabulary, such as 'cinnamon' and 'icy'. They

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Inspector:

Julie Campbell model good pronunciation and ask age-appropriate questions. Older children engage well in conversations and discuss feelings and emotions. This helps to extend children's vocabulary.

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Inspector:

Adults plan a wide variety of activities to support children's physical development. Babies and toddlers develop the small muscles in their hands as they paint with ice, roll, squash and squeeze dough. Children really benefit from the outdoor area and engage in meaningful learning. Older children climb, run and jump in the outdoor area. They eagerly demonstrate their skills, recalling safety messages. For example, children explain they should hold their arms out to balance as they cross crates and planks of wood. This helps to develop children's balance and coordination.

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Inspector:

Children with special educational needs and/or disabilities receive effective support. Leaders and staff ensure that swift referrals are made, and support plans are of a high quality. Staff have established highly effective partnership working with other professionals, such as health visitors, outreach workers and the local authority. They work closely with partners to develop strategies that ensure children make good progress from their initial starting points.

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Next steps

Leaders should ensure information gathered from parents is used to identify starting points for children, so staff are aware of what children know and can do when they first start at the setting.

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About this inspection

The inspectors spoke with leaders, 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:

Austin House Family Centre 22 Shakespeare Street Sunderland Tyne and Wear SR5 2JX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Southwick Primary School Governing Body

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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

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