Litcham Childcare

Litcham Childcare

Unique reference number (URN): EY365492 Address: Litcham Children's Centre, Weasenham Road, Litcham, King's Lynn, Norfolk, PE32 2QT Type: Childcare on non-domestic premises Registered with Ofsted: 02/01/2008 Registers: EYR, CCR, VCR Registered person: Litcham Childcare Committee

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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

Staff have high expectations for children's behaviour and attitudes and consistently act as excellent role models. They provide gentle, timely reminders of behaviour expectations while demonstrating compassion, consideration and respect in all interactions. They skilfully guide children to learn how to show care, empathy and kindness towards others. As a result, children mirror these values in their own behaviour, demonstrating genuine respect for their peers and the environment. Leaders and staff understand the importance of children's punctuality and attendance and share this ethos with parents and carers.

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Behaviour, attitudes and establishing routines Strong standard

Children form strong, secure and trusting relationships with staff, who are consistently attentive to their individual routines and care needs. This is evident as children confidently approach staff for comfort and reassurance when needed. They explore their environment with curiosity, independence and enthusiasm, engaging readily with staff and sharing their experiences and learning.

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Behaviour, attitudes and establishing routines Strong standard

Staff have established a calm and harmonious learning environment, where children thrive socially and emotionally. Their nurturing approach helps children to develop confidence in managing their own feelings and behaviour, while learning essential social skills. From an early age, children are taught how to express their emotions and ideas. For example, staff teach children to learn how to express their feelings and thoughts during circle time and children put their hands up and patiently wait for their turn to speak.

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Achievement Expected standard

Children make effective progress from their starting points. They acquire a broad range of knowledge and skills across all areas of learning to help them become confident and independent learners and prepare them effectively for the transition to school. They work closely with teachers to ensure that transitions to school are smooth and that children are ready for the next stage of their education. Children's communication and language skills develop very well. They are introduced to new vocabulary in meaningful contexts, for example learning words, such as 'hibernation', while singing songs about animals. Children are confident communicators, who engage consistently in meaningful conversations with their peers and adults, sharing their thoughts, ideas and experiences with ease. Children who require additional support are identified and effective interventions are put in place, ensuring that they continue to make sustained and

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Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing effectively. They create a nurturing environment, where children feel safe, valued and secure. Staff work closely with parents and carers to gather detailed information about children, including their abilities and individual routines. This effective communication ensures continuity of care and supports children's emotional wellbeing during transitions.

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Children's welfare and wellbeing Expected standard

Staff support children to recognise and express their emotions, offering guidance to help them manage their feelings and develop resilience. They build on children's independence and self-esteem through positive praise and encouragement. As a result, children are extremely happy, settled and emotionally ready to engage fully in their learning and play.

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Children's welfare and wellbeing Expected standard

Staff support children to lead a healthy lifestyle. They are provided with ample opportunities to be physically active, to play outdoors and explore the natural environment. Leaders have worked proactively with parents to promote healthy eating and have provided them with guidance and ideas to support children in making positive choices. Mealtimes are sociable and calm, and children show excellent manners and engage in meaningful conversations with staff and peers. Staff promote good oral health through stories and group discussions, helping children to understand the importance of brushing their teeth.

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Curriculum and teaching Expected standard

Leaders have designed an engaging and ambitious curriculum that offers all children a broad range of experiences across all 7 areas of learning. They plan a variety of stimulating activities that foster curiosity, exploration and independent learning. Staff engage well in activities with children, however, sometimes they do not always use their interactions with children as an opportunity to extend their teaching and children's learning.

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Curriculum and teaching Expected standard

Leaders communication between staff, and with parents, is regular and purposeful, allowing them to evaluate the impact of activities and identify opportunities to extend and consolidate children's learning further. Staff have a good understanding of their key children and use frequent observations and assessments to build on what children already know and can do. However, next steps in learning are not yet consistently personalised for some children to fully meet their individual needs and to maximise the progress all children make.

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Curriculum and teaching Expected standard

Staff have a clear focus on supporting children's communication and language and personal, social and emotional development. They have introduced a lending library to foster a love of reading and provide children with regular opportunities to explore stories at home. Leaders provide weekly music sessions to enrich children's learning, enabling them to develop a broad vocabulary, experiment confidently with their voices and movement and practise skills such as volume control, tone and accurate pronunciation.

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Curriculum and teaching Expected standard

Staff support children's mathematical development effectively through engaging activities that are seamlessly weaved into everyday play. For example, each morning children confidently take turns to count how many boys and how many girls are in the setting for the day.

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Inclusion Expected standard

The setting supports children effectively to achieve well, including those with special educational needs and/or disabilities, children in receipt of additional funding and those known to social care. Leaders and staff use funding purposefully to meet children's individual learning needs and to enhance their experiences within the setting. This enables children to access a range of additional learning opportunities that support their progress. For example, funding is used to provide extra-curricular experiences, such as music sessions, and to purchase additional outdoor resources that reflect children's interests and promote learning in the garden.

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Inclusion Expected standard

The special educational needs and/or disabilities coordinator (SENDCo) is knowledgeable and demonstrates a strong commitment to her role. Leaders ensure that staff access relevant training that enhances children's experiences within the setting. For example, staff have recently completed sign language training, to help support children's communication and language development further. Staff, alongside the SENDCo, act promptly when concerns arise about a child's development. They work effectively in partnership with parents and other professionals to ensure that children receive targeted support plans that help them to make effective progress. Staff gather detailed information from parents through home visits and settling-in sessions, when children first join the nursery. This enables them to identify any additional support needs early and put appropriate strategies in place.

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Leadership and governance Expected standard

Leaders are committed to continually developing and improving their provision to meet the needs of children and their families. They regularly reflect on what is working well and identify ways to enhance the setting. This reflective approach helps to make sure that children and parents experiences are consistently positive and that children benefit from a stimulating and supportive learning environment.

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Leadership and governance Expected standard

Leaders support and manage the setting well. They help the staff team effectively so that they enjoy their roles and feel valued. Staff receive regular supervision meetings to discuss their wellbeing, training and opportunities for them to reflect on their practice. Leaders ensure staff have access to a wide variety of training to support their professional development and continually develop their teaching skills.

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Leadership and governance Expected standard

Leaders have developed great parent partnerships. They work collaboratively and communicate effectively with parents to share children's achievements and experiences. Feedback from parents is very positive. They are very pleased with the progress children have made throughout their time at the setting. Families of children with special educational needs and/or disabilities feel they have been provided with brilliant support and guidance.

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Leadership and governance Expected standard

Trustees actively support leaders and have a clear role in guiding the ongoing development of the provision. Their oversight contributes to effective leadership and management, ensuring the setting continues to meet the needs of children and families. Together, leaders, staff and trustees create a nurturing, well-organised and supportive environment, where children can thrive and make good progress.

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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 arrive eager to begin their day and quickly settle into this welcoming and nurturing setting. They separate from their parents confidently and are warmly greeted by staff, who create a calm and inviting atmosphere. Staff know children well and provide effective support that helps children to develop a love of learning. They have established an effective key-person system, which enables children to settle quickly, develop secure attachments and approach learning with confidence. Children's individual starting points are understood by staff, including any barriers to learning.

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

Staff model positive behaviour consistently and support children to understand clear expectations. They help children to manage their emotions and behaviour, for example, during play, children express their feelings and quickly resolve small disagreements themselves.

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

Children demonstrate that they feel safe and secure by confidently approaching and interacting with new people in the setting. They begin to form positive friendships and enjoy playing both alongside their peers and with staff. Staff support children's literacy skills, communicate well with them and engage them in meaningful interactions that effectively support the development of their listening, understanding and speaking skills. For instance, children excitedly gather around staff on the carpet and take turns to share their thoughts and ideas about what will happen next within the story being read.

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

Children, including those with special educational needs and/or disabilities, are motivated and enthusiastic learners who engage with the wide range of activities and resources on offer. For example, children work collaboratively to read a map and locate hidden treasures within the setting. This supports their curiosity and problem-solving skills. Staff provide effective support across all 7 areas of learning, including mathematics. Children show excitement and creativity as they make snowmen from play dough, counting and identifying the number of buttons, arms and eyes they have added. Children generally make effective progress in their learning and develop the skills to be ready for when they go to school.

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Next steps

Leaders should support staff to further develop their teaching skills to recognise and extend learning opportunities, so that children are fully engaged and make the best possible progress. Leaders should strengthen the identification and use of children's next steps so that teaching is more precisely tailored to meet children's individual needs.

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Address:

Litcham Children's Centre Weasenham Road Litcham, King's Lynn Norfolk PE32 2QT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Litcham Childcare Committee

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 07:45 - 18:00,Monday,Friday : 07:45 - 16:30

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About this inspection

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

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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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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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