The Light of The World Community

Centre Ltd

Unique reference number (URN): EY387721 Address: Light of the World Community Nursery, Gaythorne Road, BRADFORD, West Yorkshire, BD5 7ES Type: Childcare on non-domestic premises Registered with Ofsted: 12/05/2009 Registers: EYR, CCR, VCR Registered person: Light Of The World Community Centre 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

Children make suitable progress in their learning. They show that they are developing their listening and concentration skills when staff read stories to them. Children become confident in their speaking and communication skills and build their vocabulary. For example, they talk about characters and events from familiar stories that they have heard. Children enjoy choosing their own play and learning. They learn how to use the toilet and wash their hands independently. Children learn to persevere and solve problems. For instance, they keep on trying when building large towers with blocks.

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Achievement Expected standard

Children with special educational needs and/or disabilities (SEND) typically make progress from their starting points. They learn how to regulate their behaviour and play beside others. This supports children with SEND to be able to learn and develop alongside their peers and access the programme of activities and experiences.

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Behaviour, attitudes and establishing routines Expected standard

Daily routines generally support children to know what to expect. Children happily sit for meals or follow instructions from staff. Staff are respectful of children's needs and ensure that they are met. They support children to learn how to share and take turns with others. Staff model positive manners to children. They are gentle in their approach to supporting children's behaviour. Children show kindness to their friends, for instance, by looking after a toy for them while they are busy with other tasks.

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Behaviour, attitudes and establishing routines Expected standard

Staff ensure that the learning environment is resourced and planned to meet children's interests. They deploy themselves effectively to support children's play. Staff ensure that all children can access the environment and learning opportunities available to them. Consequently, children typically remain engaged in their play and show that they enjoy their time in the nursery. They concentrate as they play and develop positive attitudes towards their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders allow flexibility for children's hours and days of attendance. This ensures that children continue to fully benefit from their funded hours.

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Children's welfare and wellbeing Expected standard

All children, including those with special educational needs and/or disabilities, build secure relationships with staff. They respond to cuddles and reassurance from staff when they are upset. This, in turn, supports children's emotional wellbeing and regulation. Care routines are generally positive. Staff promote children's good hygiene by supporting them to wipe their noses or take part in toothbrushing sessions. Children find out about how to keep themselves safe. For example, staff help children to learn about road safety and 'stranger danger'. However, leaders have not considered how to support parents, carers and children to learn more about the appropriate use of screen time and online safety.

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Children's welfare and wellbeing Expected standard

Typically, children receive varied and balanced meal options from the nursery menu, such as shepherd's pie or chicken and rice. Children regularly enjoy fruit at snack time. They take part in food tasting sessions to broaden their tastes. However, on occasion, the food offered to children from the nursery kitchen is not as balanced and nutritious as other times. Leaders have not identified that some foods, provided by parents from home, are not as nutritionally beneficial for children. This does not fully support children to hear more consistent messages about healthy diets and make choices about foods that are good for them.

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Curriculum and teaching Expected standard

Staff describe their aims to support babies to begin to understand and use simple words and how to play alongside others. Staff who work with older children support them in learning how to count and recognise numbers from 1-10. They provide tools and play dough to support children to develop their hand and finger muscles. This helps to prepare children for learning how to hold a pencil and write. Children with special educational needs and/or disabilities spend time playing with and alongside their key persons. This supports them to develop their communication skills and build friendships with others.

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Curriculum and teaching Expected standard

Staff generally interact positively with the children. They narrate their play and repeat simple words back to them. Staff share songs and stories to support children's vocabulary and communication skills. They continue to track children's progress. This helps staff to decide the next steps in children's learning and development. Staff aim to build on children's interests when planning for their learning and engagement. However, at times, staff do not consider how they can maximise learning as children explore and play, to support children to make more rapid progress towards the next steps in their development.

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Inclusion Expected standard

Leaders and staff use assessment trackers to identify gaps in children's learning. They recognise that some children need more support for their behaviour and communication development. Leaders and staff ensure that children with special educational needs and/or disabilities (SEND) receive more focused learning time with adults. This supports them to be able to learn alongside their peers and is having a positive impact on their progress. Staff plan for and review the next steps in learning for children with SEND. Leaders outlined their plans to work with inclusion support officers from the local authority. They aim to ensure that children with SEND receive more targeted support for their learning.

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Inclusion Expected standard

The setting does not currently receive any additional funding for disadvantaged children. However, leaders are aware of the differences that this can make to children's outcomes. They aim to ensure that any eligible children can fully benefit from additional funding that they may be entitled to, but are not yet receiving.

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Leadership and governance Expected standard

Leaders have taken appropriate action to make improvements since the previous inspection. For instance, they make sure that staff have carried out relevant training. This supports them to understand their roles and responsibilities. Leaders have outlined their plans to continue to work with early years advisers from the local authority, to help them identify future areas for development.

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Leadership and governance Expected standard

Leaders spend time working alongside staff to observe their practice and offer on the spot coaching. Staff receive supervision sessions and feedback to aid them in improving their skills and knowledge. They report positive levels of wellbeing and receive support and adaptations when relevant. Leaders recognise that some staff are still developing their confidence in providing consistently high-quality interactions. They outlined their aims for staff to continue to receive training, to ensure that the quality of the provision consistently develops.

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Leadership and governance Expected standard

Leaders encourage parents and carers to engage with children's learning. For example, they have set up a lending library, to allow children to borrow their favourite books to read at home. Parents receive verbal feedback from staff about their children's learning and daily experiences. Staff invite them to attend meetings to receive updates on their children's progress. This promotes positive parent partnerships and consistency for children's care and learning.

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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

Children remain safe. For example, staff carry out daily risk assessments and communicate well with each other to make sure that the premises remain secure at all times. Staff get to know the children in their care, and spend time playing with and alongside them. They act as positive role models, demonstrating a calm approach. Consequently, children learn how to build positive relationships with staff and other children.

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

Children develop their confidence in making independent choices about their play. They follow daily routines and show their understanding of looking after their nursery. For instance, children help to put away resources when they have finished using them. They enjoy the range of learning experiences provided by staff. Children focus for long periods as they play and explore. For example, toddlers concentrate as they dig and explore containers in the sand tray. Children play well together in the water tray and share the resources and equipment. Staff support children's learning and introduce new words and concepts as they play. They find interesting ways to enhance children's learning. For instance, staff place numbers in the water tray, to promote discussions about mathematics and numbers. All children, including those with special educational needs and/or disabilities, are supported by staff to be included. This helps them to be able to join in with the learning opportunities

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

Leaders reiterate the importance of children's attendance to parents and carers. They follow up on any absences to ensure that there are no barriers to children's attendance. Parents are invited to attend stay-and-play sessions. This helps them to build relationships with staff and find out more about what their children are learning in the nursery. Parents report positively on the ways that staff support their children to meet their milestones.

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Next steps

Leaders should strengthen staff's focus on maximising children's learning as they explore and play, to support them to make more rapid progress in their development. Leaders should review the menu to ensure consistency for healthy meal options, and provide further support for children and parents to learn more about making healthy choices about food and screen time. Leaders should progress with plans to continue the training and support for staff, to build on their skills and confidence in providing consistently high-quality interactions with children.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and parents 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:

Light of the World Community Nursery Gaythorne Road BRADFORD West Yorkshire BD5 7ES

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Light Of The World Community Centre Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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