South Lee Day Nursery Baby Room

South Lee Day Nursery Baby Room

Unique reference number (URN): 2623216 Address: South Lee School, Nowton Road, Bury St. Edmunds, IP33 2BT Type: Childcare on non-domestic premises Registered with Ofsted: 23/03/2021 Registers: EYR Registered person: South Lee 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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Children's welfare and wellbeing Strong standard

Staff interactions are positive and responsive, fostering a calm environment with clear expectations through consistent praise and gentle guidance. Staff sit with children at mealtimes. Babies learn to eat safely, when staff offer them small, manageable bites of food to reduce the risk of choking.

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Children's welfare and wellbeing Strong standard

Parents applaud the robust key-person system and settling-in processes. They express how it ensures familiar, effective routines, such as sleeping, weaning and feeding routines, are established from the start.

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Children's welfare and wellbeing Strong standard

Leaders' and staff's passion and drive to provide high-quality, safe and inclusive care for all children is evident. Meticulous allergy procedures are followed with diligence. Staff demonstrate an exceptional awareness of children's dietary needs. The on-site chef, who prepares daily, nutritious freshly cooked meals, visits staff every morning to ensure any specific dietary requirements are catered for. The chef follows updated guidance about safe food preparation and shares information with parents. This means children's health, and wellbeing are prioritised.

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Children's welfare and wellbeing Strong standard

Exploring nature and learning outdoors supports children's physical health and wellbeing. For example, regular yoga sessions outdoors help children learn how deep breathing can help regulate their emotions. Children with special educational needs and/or disabilities learn control over their bodies, which can help them to feel calm and develop positive attitudes to learning.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND), or those who face other barriers to their learning and/or wellbeing, consistently receive excellent, well-rounded support. Specific training staff undertake means they develop their knowledge and understanding of ways to support children with SEND. For instance, where children need assessments, this is organised to ensure educational plans are in place and any extra funding is accessed before children start school. This makes a significant contribution to helping individual children achieve their best possible outcomes, beyond their time at nursery.

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Expected standard

Leaders and staff work collaboratively with parents and other relevant professionals, to identify children's needs and to provide individualised support required. Leaders also recognise the importance of punctuality and attendance to children's overall wellbeing, learning and development. Therefore, by working together, clear support plans are put in place to use at nursery and to further learning at home. For example, staff and parents personalise visual aids and resources specific to children's interests, which provide comfort and reassurance. Consequently, children who previously felt overwhelmed and found it hard leaving parents in the morning now enter happily. This united approach ensures all children, particularly those with SEND, are making significant progress in managing their feelings and behaviours.

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Achievement Expected standard

Children become independent learners and develop the essential knowledge and skills needed for their future learning and development.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities (SEND), are thriving and achieving very well from their starting points. Children with SEND benefit from focused play routines in the sensory room. For example, children enjoy rolling a ball to and fro to staff and watching twinkling optic lights. This helps calm their mind and body and supports self-regulation, which can help children manage their emotions and behaviours when they progress to school.

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Achievement Expected standard

Staff give consideration to incorporating all languages used by families. Parents teach staff how to pronounce keywords in the languages spoken at home, which helps communication from the start. Makaton signing is used to aid communication, and staff model language through singing, using single words with babies and storytelling. This supports children to make significant progress in their communication and language development.

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Behaviour, attitudes and establishing routines Expected standard

Staff undergo training and understand the importance of consistency when using clear and direct language or visual aids to support children to understand positive behaviours. Nevertheless, at times, some words used by staff are not consistent. This can reduce children's ability to fully understand behaviours expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Children build trusting attachments to staff, who help them feel emotionally ready by providing calm, familiar routines and warm, consistent interactions. Staff put each baby's photo on their individual water bottle. As a result, babies are beginning to select a drink of water independently. Staff provide praise and clap their accomplishments. This further encourages toddlers to establish self-care routines and develop early independence in their personal care. Children play cooperatively with their peers. Staff are positive role models. For example, staff praise acts of kindness, such as when children share a popular toy or hold doors open for others. This reinforces kind and respectful behaviours expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide tailored settling-in processes, which help children develop routines and positive habits. For example, bespoke visual aids and resources are made available to children as they arrive. This supports children, particularly those with special educational needs and/or disabilities, to enter confidently. Additionally, it promotes children's punctuality and attendance at nursery.

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Curriculum and teaching Expected standard

Leaders and staff have developed a clear, well-sequenced curriculum. This is understood and typically delivered effectively by staff. Robust assessment processes ensure that activities and experiences are tailored to individual children's learning and developmental needs.

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Curriculum and teaching Expected standard

Skilful staff introduce and purposefully model age-appropriate mathematical language, such as 'under' and 'behind', during a game of hide and seek outdoors. Children begin to use mathematical terms accurately in their play. This demonstrates the effectiveness of this method of teaching. However, at times, some adult interactions do not support children sufficiently to consistently build on what they already know and can do.

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Curriculum and teaching Expected standard

Staff consistently use strategies such as Makaton sign language, real-life pictures and 'now and next' boards. These visual aids ensure all children, particularly those with special educational needs and/or disabilities, can communicate their wants and wishes. Additionally, children who are non-verbal or speak English as an additional language, begin to make choices independently. They also establish daily routines, which prepares for them for school. Staff and parents liaise with outside professionals, such as speech and language therapists. Together, tailored plans are put in place to support children. As a result, all children with delay in their speech are making strong progress from their starting points.

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Leadership and governance Expected standard

Leaders have made the required improvements since the last inspection. This demonstrates their dedication to reflection and strengthening curriculum and teaching standards. Leaders have set clear goals to build on these improvements. For instance, through regular monitoring of staff practice and purposeful supervisions to identify any additional training needs. This continually raises the quality of the provision and offers the best possible experiences for children. Staff report excellent wellbeing and explain how training builds their confidence to deliver high-quality care and education.

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Leadership and governance Expected standard

Parents are very positive in their feedback, praising the leadership and staff team. Leaders and staff quickly identify when there are gaps in children's learning and development. They have high expectations for all children and seek support from the local authority and other professionals to tailor support. This ensures all children, including those with special educational needs and/or disabilities or barriers to learning, receive the appropriate care they need within an inclusive environment. Tailored support plans are reviewed with parents and external professionals working with children and their families. This holistic and well- managed approach ensures children transition to school smoothly and successfully.

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

Children are happy, settle easily and enjoy their time at this inclusive and welcoming nursery. A gradual, bespoke settling-in process and robust key-person system support even the youngest children to swiftly gain confidence in the new environment. This is evident as they leave parents and carers with ease. Babies initiate cuddles with staff when they need reassurance. This shows they feel safe and have established trusting bonds. These secure attachments help babies and children build a foundation for developing future social skills and independence.

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

Throughout the nursery, children benefit from a broad and well-planned curriculum. This includes a wide range of experiences that enrich children's understanding of the world. Children show high levels of engagement and curiosity in their play. Older children benefit from well-structured group sessions that help them develop early skills for school, such as turn-taking, listening and independence.

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

Leaders and staff gather in-depth information from parents before their children start. This knowledge is used to plan appropriate adaptations to teaching and care. Children with barriers to learning, such as those who find social interaction difficult, are thriving and developing crucial social and communication skills. For example, one-to-one support gives children confidence to engage in daily group singing sessions. Meticulous care plans are in place for children with allergies or complex health care needs. This reduces the possibility of children not being able to attend due to unforeseen illnesses. Consequently, all children, including those with special educational needs and/or disabilities, can access a full and ambitious curriculum and make demonstrable progress from their starting points.

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Next steps

Leaders should ensure staff interactions are consistently purposeful and focus more precisely on extending and building on their existing skills and knowledge. Leaders should ensure staff are consistent in the choice of words they use to help children fully understand the positive behaviours expected of them.

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Address:

South Lee School Nowton Road Bury St. Edmunds IP33 2BT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: South Lee School Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this inspection

The inspector spoke with leaders, staff, the school nurse, the 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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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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