Wesley Villa Kindergarten

Wesley Villa Kindergarten

Unique reference number (URN): 2806612 Address: 4, Bacup Road, Rossendale, BB4 7ND Type: Childcare on non-domestic premises Registered with Ofsted: 16/10/2024 Registers: EYR, CCR Registered person: Fusion Childcare and Pre School 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 make secure progress from their starting points through the curriculum and develop the skills and knowledge they need to prepare for the next stage of their education. Children with barriers to their learning achieve well. They learn to maintain focus and concentration and understand some of the routines they will need to follow at school. Children learn to communicate with their peers and adults and become confident in their communications and their language skills. Children enjoy stories and songs and develop their vocabulary well, supporting their learning in other areas. Children master some independence skills, such as feeding themselves and managing their personal care. Further refinement of support for healthy lifestyles would help them to make even better progress in this area. Children learn social skills and how to manage friendships and disputes. Young children practise and refine their new physical skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff have created a supportive and calm environment that is conducive to children's learning and supports their development well. Staff work hard to establish and maintain secure attachments with children and babies. This helps babies to settle well and children to develop emotional security, supporting their ability to learn. Children behave well and staff support them to manage their emotions and feelings. They use books and soft toys to help children recognise their feelings, for instance. Children understand the routines and expectations at nursery and follow instructions well. For example, children listen carefully as staff signal for them to stop what they are doing and help to tidy up. Children play together with their friends of similar and different ages. Staff teach children to be mindful of and kind to their friends. They help each other as they play and share books and resources with one

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Behaviour, attitudes and establishing routines Expected standard

another. Leaders work with parents and carers to support attendance and help them understand how attending and being punctual will support their children as they move on to school. Staff adapt teaching and routines to support children of different ages and at differing stages of their development. Older children recognise the signals to finish an activity and move on to the next part of the day, for instance.

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Children's welfare and wellbeing Expected standard

Leaders' procedures are firmly embedded in staff's practice. These typically support children's welfare and wellbeing. Children who have barriers to their learning, such as those with health conditions, are well supported. Staff build secure relationships with children from the outset and know children well so they can fully support their unique needs. Children have a general understanding about managing their wellbeing and learn to keep themselves safe. They follow rules and respect boundaries. There is scope to further improve on how children develop their physical skills, such as standing during activities to build their core muscles. Staff support children's emotional regulation well. They understand when children need to be calm and engage them in activities such as yoga. This helps all children learn how their emotions affect their bodies and others around them. Routines such as mealtimes and sleeping are well managed to help children to learn more about their physical needs

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Children's welfare and wellbeing Expected standard

and self-care. Staff talk to children about the benefits of rest and nutritious food. Staff work closely with parents to support weaning and to offer advice where needed.

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Curriculum and teaching Expected standard

Leaders understand how to evaluate the provision and have an appropriate knowledge of where improvements can be made. They understand how to support staff to continually improve their teaching and the quality of education children receive. Leaders plan an interesting curriculum that engages children's attention and supports their interests well. Teaching is typically supportive and helps children to make progress across the curriculum in all areas of their learning and development. Development of the curriculum for children's personal development would improve the provision and outcomes for children even further. Communication and language are a focus, and staff learn to use sign language with children to support this well. Children learn to love books, and stories are used as a focus for their learning. Staff use number and mathematical language as children play and add vocabulary to support their language development. Children are physically active, indoors and outdoors.

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Curriculum and teaching Expected standard

Staff could plan with more purpose for children's outdoor learning to promote their physical skills further. Staff focus on children's emotions, engaging them in discussions and stories to help them understand and manage their feelings well. This is a particular strength for children with barriers to their learning, who overcome challenges and make secure progress in managing their reactions and behaviours as a result. Staff use assessment well to help them understand what children need to learn next and to tailor their teaching accordingly. They use specific strategies to support individual children, such as signing for some children and behaviour management strategies for others.

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Inclusion Expected standard

Inclusion is a key focus for leaders. Staff are passionate about ensuring that children who may have barriers to their learning benefit from a fully inclusive and supportive experience. Staff identify and assess each child's needs accurately through close observation and using their knowledge of how children learn and develop. They make referrals for additional support in a timely and determined manner. Barriers to children's learning are identified and overcome wherever possible by making adaptations at nursery and supporting consistency at home. For instance, children who speak English as an additional language are supported well to learn key words, and staff learn key words in the children's home languages. Staff monitor interventions well to ensure they remain effective, being mindful of children's changing needs and progress. Staff training supports them well to understand that some children's progress is better measured in smaller steps and from different starting points.

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Inclusion Expected standard

Staff work closely with families and other professionals to ensure a consistent and collaborative approach. Leaders use additional funding appropriately to support children's individual needs, and they support families with early help where circumstances require it.

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Leadership and governance Expected standard

Leaders demonstrate a sound understanding of the provision and the community they serve. They understand where they can make improvements and put plans in place to make sure these are effective. Leaders seek advice from other professionals and also act on the feedback they gain from parents and carers. Partnership working is secure and parents feel involved and included in their children's care and education. Children and families with barriers to their learning and with challenging circumstances are especially well supported. Leaders have an in-depth understanding of families' challenges and tailor their approach to support them. This helps children overcome barriers to their learning. For example, leaders help them to attend consistently and for more sessions.

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Leadership and governance Expected standard

Staff feel well supported in their roles. Their wellbeing is well considered and their workload is appropriate. Leaders support their personal circumstances well. Leaders source appropriate training to help them develop their skills and knowledge further. For instance, training around behaviour management has helped staff implement consistent strategies. This has had a positive impact on children and enhanced the atmosphere and environment that children learn and play in.

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

Children enjoy their time at the calm and well-organised nursery. Staff know children well and use children's interests to engage them in learning. Staff find out plenty of useful information from parents and carers before children start to help their learning get off to a rapid start. Staff and children form secure attachments, meeting children's needs and helping them to focus on their learning. Children and babies who are new to the nursery settle well. Children play with and alongside their peers and mix with children of other ages, including their siblings. This supports their social skills and sense of belonging. Children are keen to attend, and parents are supported to promote attendance well.

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

Children benefit from the broad curriculum, which is equally ambitious for all children and takes account of their different starting points and stages of development. This includes those children with barriers to their learning, such as special educational needs and/or disabilities and those who speak English as an additional language. Teaching is typically of a high quality and supports children's progress across all areas of learning. Children enjoy activities indoors and outdoors and make secure progress towards their next stages of learning, including school. They learn about their local community through trips and outings. Activities such as swimming help older children learn to dress and undress and to understand more about keeping themselves safe in different environments. Children develop independence skills as they progress through the nursery. Teaching is well sequenced and builds on what children need to learn next. Children learn how they are each

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

unique and how they contribute well to the group and the provision.

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Next steps

Leaders should support staff to help children understand more about healthy lifestyles, physical development and their own wellbeing during activities and routine times of the day.

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About this inspection

The inspector spoke with leaders, staff, a special educational needs coordinator, parents and children during the 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: Fusion Childcare and Pre School Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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