Nannas Day Nurseries

Nannas Day Nurseries

Unique reference number (URN): EY314142 Address: Villa 1, Colchester General Hospital, Turner Village, Turner Road, Colchester, Essex, CO4 5JR Type: Childcare on non-domestic premises Registered with Ofsted: 02/09/2005 Registers: EYR, CCR, VCR Registered person: Nannas Day Nurseries

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

Children are inquisitive. They develop the communication and language skills they need to ask questions and express their ideas confidently. They make excellent progress through the curriculum. Children take responsibility for their safety through initiatives, such as becoming a 'danger detective'. They proudly wear a lanyard and high-visibility jacket as they help to identify risks and share safety tips with their peers. Children are proud of their achievements, which are celebrated in the nursery and at home, including when they win the 'star of the day' award.

p.2

Achievement Strong standard

Children are well prepared for their next stage of their learning and development. Transitions within the nursery are carefully planned. For example, when children are new to the nursery and struggle to settle, they are swiftly comforted by the familiar items they are encouraged to bring in from home.

p.2

Achievement Strong standard

Children benefit from strong partnerships between the nursery and the many schools they feed into. This helps children to know what to expect and to feel ready for school, when the time comes.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. Practitioners model positive interactions, and children respond with polite manners, demonstrating respect and care for each other. Practitioners support children to listen well. Children are keen to follow instructions, eager to participate, take pride in their achievements and enjoy sharing these with practitioners and friends.

p.2

Behaviour, attitudes and establishing routines Strong standard

Practitioners support children's independence very well. They consistently create opportunities for children to take responsibility for their health and hygiene through their daily routines, such as tidying away resources before circle time and washing their hands before lunch.

p.2

Behaviour, attitudes and establishing routines Strong standard

The nursery celebrates diversity and fosters inclusivity, through 'friends of the nursery' discussion topics. For example, they seek suggestions from parents and carers to inform how topics, such as racism, are discussed with their children at the nursery. These opportunities help to inform practice and are positively received by the parents. Leaders offer adaptable session patterns to support families working longer or variable shifts. This helps to promote children's regular attendance.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff use 'emotion monsters' to help children to regulate their emotions and better understand their own feelings. These tools also support children to recognise how others might be feeling, encouraging empathy and kindness. This approach has had significant impact, with children confidently talking about their emotions and explaining how different experiences have influenced how they feel. This supports children to thrive socially and emotionally.

p.3

Children's welfare and wellbeing Strong standard

The nursery offers highly effective care for children, taking account of their individual needs. All practitioners regularly review policies and procedures. This gives them ownership and a deep understanding of the expectations for practices, such as intimate care routines. Leaders and practitioners demonstrate sensitivity and flexibility, tailoring care to the unique circumstances of families, including those facing long working hours or varied shift patterns.

p.3

Children's welfare and wellbeing Strong standard

Children have secure and positive attachments with their key person. Practitioners support babies' physical and emotional well-being through predictable sleep and meal routines that mirror those at home. This helps children to feel very settled and safe. Children are welcomed warmly each day, with practitioners adapting arrival routines to suit the needs of individual children and families. This reinforces a strong sense of trust and security for children.

p.3

Children's welfare and wellbeing Strong standard

Mealtimes are social occasions, where children learn to socialise with each other. The nursery's varied and nutritious menu supports children's health. For example, the nursery purposefully increases children's protein intake and ensures that they benefit from eating 5 fruits or vegetables each day.

p.3

Children's welfare and wellbeing Strong standard

Recent improvements to the outdoor space provide ample opportunities for children to be active and develop their physical skills. For instance, babies learn to climb up and over equipment, and older children develop strength and balance as they use pedal toys.

p.3

Curriculum and teaching Strong standard

Through effective assessment, leaders and practitioners understand children's current skills and knowledge exceptionally well. Children spend regular time with their key persons, sharing well-planned activities that practitioners skilfully adapt. Practitioners ensure that children's learning is sequenced and their progress is not left to chance.

p.3

Curriculum and teaching Strong standard

Practitioners promote children's communication and language consistently, including through frequent, varied and exciting encounters with books in their daily environment. This helps to enhance children's love of stories, books and rhymes. In addition, the use of singing and story times help to build children's listening, attention and concentration skills. Practitioners use interactions to role model behaviour, extend children's vocabulary and progress their communication development. They ensure that teaching is closely linked to children's individual needs. Practitioners support children from a young age to explore mathematical concepts in their play. They skilfully use mathematical language to help children to describe when 3- dimensional shapes are positioned underneath, next to, behind or on top of each other.

p.3

Curriculum and teaching Strong standard

Staff go above and beyond to support children's physical, personal, social and emotional development. For example, when children with sensory needs struggle with having their hair cut, practitioners create a hairdresser role-play area, enabling children to overcome this barrier.

p.4

Curriculum and teaching Strong standard

Practitioners support children to become school ready by developing their independence and confidence. For example, they encourage children to put on their own coats and participate in performances, such as a Christmas play.

p.4

Inclusion Strong standard

Practitioners understand children's starting points in development. They monitor children's learning and development to develop a detailed, individual educational programme for each child. Where children have difficulties in their learning and development, practitioners identify their needs early. They reflect on their learning from training to ensure that additional support is tailored to children's specific needs. They work with specialists to make sure that children who need additional support benefit from a coordinated approach to their learning and development. This includes how early years pupil premium funding is used to enhance outcomes for disadvantaged children.

p.4

Inclusion Strong standard

Leaders and practitioners see children holistically. They follow an initiative that demonstrates their commitment to inclusivity, enabling families to share when children may be experiencing challenges in their daily lives. Practitioners adapt their practice immediately to support children or families in the moment, such as offering comfort or adjusting routines. This proactive approach reduces children's barriers to learning and ensures that they feel safe, valued and understood, including those who are known to children's social care.

p.4

Leadership and governance Strong standard

Leaders aspire to deliver the best service they can to children and families. There is a strong culture of stability and continuous improvement. The turnover of staff is notably low, with many practitioners remaining at the setting for several years. This reflects leaders' commitment to valuing, rewarding and supporting their staff. Regular team meetings, supervision sessions, thorough induction, peer observations and training opportunities ensure that practice is consistently reviewed and refined. This drives high standards across the nursery and makes sure that decisions are made that benefit all children, including those with special educational needs and/or disabilities.

p.4

Leadership and governance Strong standard

Governance is effective with leaders actively seeking feedback from multiple sources to inform decision-making. Surveys, daily conversations with parents and carers and 'friends of the nursery' meetings provide valuable insights that shape provision. Leaders use this feedback to continuously strengthen the quality of care and education, ensuring accountability. For instance, practitioners are taking steps to act on requests from parents to share more photos of their children's learning. Leaders invest in their teams through supportive discussions around their workload and personal wellbeing. The presence of mental health first aiders encourages practitioners to reflect on their own needs and access support where required. This proactive approach enables staff to be at their best when working with children.

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

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are excited to arrive at the nursery, with the older children leading their parents and carers or practitioners to their relevant room. They are keen to engage in their play and the learning opportunities available. Children show a clear sense of belonging in the nursery.

p.5

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

Children have very secure attachments with their key persons, which supports their daily transitions into nursery and as they grow. Children show that they feel safe, included and secure. The nursery has high expectations around children's behaviour, which is exemplary. It is calm, well organised and children are settled. This helps children to confidently immerse themselves into their play and fully supports their learning and development.

p.6

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

Practitioners promote children's communication and language skills very well. They model language and vocabulary, making skilful use of songs and rhymes. Practitioners provide lots of opportunities for children to explore books and reading. They skilfully bring mathematical concepts and language into all routines throughout their day and within their planned activities.

p.6

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

Practitioners have used recent renovations to create a well-organised and stimulating space, where children can explore and achieve. The curriculum is varied and of high quality, with leaders holding ambitious expectations for all children. Children are proud of their creations, and eager to share their work with adults. They receive praise and encouragement that builds their self-esteem.

p.6

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

Children learn how to manage their feelings well, such as using visual cue cards. This helps them with the development of their social skills when making friends. Children are keen to come to the nursery. This is supported by leaders, who work flexibly to ensure that children can attend to suit their families' needs.

p.6

Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.6

Address:

Villa 1, Colchester General Hospital Turner Village, Turner Road Colchester Essex CO4 5JR

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 18:30

p.7

About this inspection

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

p.7

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.7

About this inspection

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

p.7

Facts and figures used on inspection

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

p.8

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.8

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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9