Maria Poppins

Maria Poppins

Unique reference number (URN): 2748745 Address: Unit C - 71 Loampit Vale, London, SE13 7FR Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2023 Registers: EYR Registered person: Rara's Daycare Ltd

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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 are achieving well and are supported to extend their knowledge and skills across all the curriculum areas. Information gathered from parents before children start is used to help children to build on what they already know and can do. All children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning, are making good progress.

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Achievement Expected standard

Children are confident and eager to try new things and build their resilience. Children with SEND learn Makaton signs to support their communication. All children are encouraged to ask for help when needed and increase their self-help skills. For example, children put on their coats and shoes and use age-appropriate cutlery to feed themselves. Staff support children to learn about their own uniqueness and value and celebrate differences. Children who speak English as an additional language progress well from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to their learning as they engage in activities and practise their skills. For example, children persevere with puzzles as they turn the pieces and retry them until they fit. Children ask for help and copy demonstrations to remove lids from pens and happily give it a go for themselves. Staff regularly praise children for their positive behaviour, which supports children's self-esteem. Babies settle well and seek cuddles when needed. They confidently explore the environment and demonstrate their independence. Children behave well and use good manners. They share resources with their peers and take turns.

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Behaviour, attitudes and establishing routines Expected standard

Children know the routine well and understand what is expected of them. They learn about how to manage their feelings and how their actions can affect others. Staff give gentle reminders when needed, and children respond appropriately. Transitions between rooms are managed well to ensure that children are happy and settled, which helps them to engage in their learning. Leaders have strategies in place and work with parents to prioritise attendance and punctuality. This helps to ensure that children benefit fully from their time at nursery.

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Children's welfare and wellbeing Expected standard

Leaders and staff place a high priority on children's welfare and wellbeing. A well-structured key-person and buddy system ensures that children settle well and build strong attachments from the start. This gives children a strong sense of belonging. Staff are warm and caring and get to know children well. They respond quickly and offer support to children's individual needs, such as feeding and sleeping routines.

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Children's welfare and wellbeing Expected standard

Staff ensure that children learn to keep themselves safe and understand the importance of following rules. For example, children listen and follow instructions to cross the road safely and know the boundaries of where they can play in the park. Children engage in physical activities to develop their balance and coordination skills. They also enjoy extra-curricular activities at nursery, which promote fun and movement to benefit their mental health and wellbeing. Staff teach children about the importance of healthy eating and manage food preferences and allergies well.

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Children's welfare and wellbeing Expected standard

Staff work in partnership with parents and other professionals to support children with special educational needs and/or disabilities. This ensures that these children are well supported and develop their physical and emotional health.

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Curriculum and teaching Expected standard

Leaders and staff plan an ambitious curriculum that offers a wide range of activities and experiences to build on children's previous knowledge. Staff demonstrate their understanding of what they want children to know and learn, including for those children who face barriers to their learning. They track children's progress and adapt teaching to meet individual needs. However, there are some minor inconsistencies with staff teaching and organisation across the nursery. For example, although staff engage children in conversations and provide commentary, they do not all consistently extend language or back-and-forth interactions with babies. During mealtimes, some babies have limited engagement with staff while waiting long periods for their lunch, which hinders their enjoyment of social occasions and learning.

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Curriculum and teaching Expected standard

Staff engage babies in singing sessions and support their physical play. They encourage actions, such as marching and jumping with support, helping to develop babies core strength and balance. Staff make dough with babies, which develops their fine motor skills as they stir and knead the mixture. Staff support older children to practise their mark-making skills, recognise some phonic sounds and confidently count as they play. Staff encourage children to extend their imaginations in the role-play area and talk about their experiences.

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Inclusion Expected standard

Leaders and staff pride themselves with their nurturing and caring approach to ensure that all children have full access to a range of planned learning experiences. Systems are in place to focus on early identification to any gaps in learning and development and support individual children to make progress. Leaders make timely referrals when extra support is needed from other professionals. Staff support children with set targets while they wait for further intervention. This supports children to continue extending their skills and feel valued.

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Inclusion Expected standard

Leaders and staff work in partnership with parents, including those with children with special educational needs and/or disabilities (SEND). They share advice and provide support to ensure that any barriers to learning are addressed and solutions sought. Leaders take necessary measures to use funding they receive to benefit the children who need it most, for example, through purchasing new resources and adding extra curriculum activities to enhance physical and social development.

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Inclusion Expected standard

Staff have all extended their knowledge about supporting children with SEND. This has enhanced their understanding and given them skills to help all children build on their foundation for future learning.

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Leadership and governance Expected standard

Leaders have high expectations for all children, including those with barriers to their learning. They are passionate about providing high-quality care and education for all children and families. Leaders are proud of what they have achieved so far. They recognise and acknowledge their strengths and have identified areas where they are focusing improvements. Leaders are very supportive of staff's wellbeing and ensuring that their workload is manageable.

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Leadership and governance Expected standard

All staff engage in regular supervision, which enables them to share any concerns, reflect on their practice and set personal targets. Leaders monitor staff's practice and provide training opportunities to deepen staff's knowledge and strengthen the effectiveness of the nursery. However, monitoring needs to be more robust to identify and address some minor inconsistencies in staff's practice.

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Leadership and governance Expected standard

Leaders work effectively with parents and other professionals to ensure that early intervention is detected and addressed swiftly. Therefore, providing the best possible outcomes for all children. Strong partnerships with parents involve them in their children's learning. Regular feedback about children's progress is shared with parents alongside ideas to extend children's learning at home.

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

Children enjoy attending this friendly and nurturing setting where they quickly develop a strong sense of belonging. Staff place a high priority on children's wellbeing to ensure that all children settle with ease and feel safe and secure. Babies receive comforting cuddles when needed, which helps them to foster strong attachments. Staff provide regular reassurance, which helps older children to develop relationships and build their confidence.

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Inspector:

Helen Craig Leaders and staff have high expectations for all children, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND). They plan and provide an ambitious curriculum to ensure that all children make progress from their starting points and prepare them for the next stage of learning. The robust key-person system ensures that staff know the children well and tailor learning to support individual needs. For example, staff teach children with SEND some Makaton signs to help with their communication. They actively support children with English as an additional language to learn this alongside their home language to aid their understanding.

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Inspector:

Children enjoy participating in a wide range of activities and show curiosity as they explore. Babies shake and bang musical instruments and copy actions as they join in singing sessions with staff and their peers. This builds on their social skills and strengthens their small-muscle movements. Older children benefit from trips to the park to extend their physical skills and learn about the natural environment. Children enjoy jumping in puddles and counting ducks in the water, which extends their mathematical knowledge. They hunt for sticks to take back to nursery and build houses for the three little pigs, which is the story they are learning about.

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Next steps

Leaders should enhance routines in baby room to ensure that all children consistently engage in meaningful learning to extend their skills. Leaders should improve staff's understanding on how to support and extend children's language and learning even further to ensure that all children make consistently secure progress.

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About this inspection

The inspector spoke with leaders, the safeguarding lead and special educational needs coordinator, practitioners, 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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About this inspection

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

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Address:

Unit C - 71 Loampit Vale London SE13 7FR

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Address:

Type: Childcare on non-domestic premises

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Address:

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