Rydal Day Nursery

Rydal Day Nursery

Unique reference number (URN): EY401190 Address: Rydal Day Nursery, 11 Albert Road, CLEVEDON, Avon, BS21 7RP Type: Childcare on non-domestic premises Registered with Ofsted: 08/09/2009 Registers: EYR, CCR Registered person: Rydal Day Nursery 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

All children, regardless of their different starting points, make steady progress across all areas of the curriculum. Children transition confidently between rooms. By the time children leave, they are well prepared for the next stage of their learning at school.

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Achievement Expected standard

Children communicate well with their peers and show kindness towards them. They play cooperatively and feel confident to express their needs to staff. Younger children, including those learning English as an additional language and those with special educational needs and/or disabilities, confidently use signing to support their spoken language. Older children count accurately and use mathematical language in context. Older children practise listening and following instructions through games such as 'hide and seek' and 'stuck in the mud'.

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Achievement Expected standard

Children are aware of risks when playing outside and demonstrate how they successfully move around equipment or safely take risks when climbing. Parents share that they are pleased with the progress and achievement their children make at the setting.

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Behaviour, attitudes and establishing routines Expected standard

The setting's positive relationships between all staff, children and their parents create calm, purposeful environments. Staff have clear expectations of children, and all children behave well. Where any concerns about behaviour are identified, leaders respond swiftly and review all relevant policies and procedures accordingly.

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Behaviour, attitudes and establishing routines Expected standard

Children have positive attitudes to their learning. They cooperate, take turns and show curiosity. For example, toddlers enjoy exploring a range of natural materials, and they talk about where those objects might be found in the natural world. Older children help their peers and clearly have developed warm friendships.

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Behaviour, attitudes and establishing routines Expected standard

Staff adapt expectations sensitively for different ages and stages. They use routines, such as snack time, to teach children independence and social skills. Leaders monitor attendance closely and follow up any non-attendance promptly with families. They encourage children and families to establish good attendance and punctuality from an early age.

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Children's welfare and wellbeing Expected standard

Care practices meet children's individual needs effectively. Staff know children and their individual routines well. Babies' sleeping, weaning and feeding arrangements are adapted sensitively to mirror their routines from home. Leaders have recently changed the approach to snack and lunchtime routines, and are continuing to review how effective they are to reduce the time children are waiting and to maximise learning during transitions.

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Children's welfare and wellbeing Expected standard

Staff keep children hydrated and comfortable throughout the day. Children learn about what keeps them healthy and the importance of staying physically active. Daily outdoor access supports physical development and wellbeing. Staff encourage children to manage risks safely and support children to understand what keeps them safe.

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Children's welfare and wellbeing Expected standard

The environment is clean, nurturing and homely. Children feel safe and happy in this home- from-home environment. The key-person system is effective, and children form close attachments with staff. Children develop a secure sense of emotional wellbeing. Staff support children to recognise, express and manage their own emotions. For example, they use yoga and breathing activities to help children learn to regulate their own emotions and behaviour.

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Curriculum and teaching Expected standard

Leaders articulate a clear vision for the 'Rydal child' and know what they want children to experience during their time at the setting. They want all children to be passionate, respectful, empathetic and curious. Leaders shape a curriculum that blends seasonal themes with children's interests and the local area.

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Curriculum and teaching Expected standard

Staff prioritise supporting children's communication and language development through daily songs, rhymes and story times. Children have opportunities to choose poems from the 'Poetry Basket'. The environment promotes children's curiosity and exploration, and children independently explore.

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Curriculum and teaching Expected standard

Babies enjoy playing with bubbles, and staff support their learning with rich vocabulary such as 'whoosh', 'pop' and 'glug'. All children enjoy spending time outdoors, and staff support children's physical development by encouraging them to move in a range of ways.

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Curriculum and teaching Expected standard

Staff use regular assessment to celebrate what children know and can do and to shape next steps for children's learning. Leaders are aware that some next steps identified for the youngest children should be more precise so that targeted interventions make a consistent positive impact across all the nursery rooms.

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Inclusion Expected standard

Leaders foster an inclusive culture in which all children achieve, develop a sense of belonging and thrive. Children's individual needs are identified early through thorough registration processes. Leaders make timely referrals to relevant agencies to ensure that children get the right help at the right time. They use regular ongoing assessment to monitor children's progress.

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Inclusion Expected standard

Leaders support the progress of children known to children's social care. Staff work effectively with a range of external agencies and other professionals, as well as the local authority, to reduce barriers to children's learning and wellbeing. Leaders tailor support for families and meet with parents to review children's progress. Leaders make effective use of the early years pupil premium to fund targeted experiences for children. For example, they invest in music and movement sessions and purchase new books that children are particularly interested in. Parents report significant improvements in children's communication and engagement as a result. Leaders have identified a range of projects that they are working on in the local area. All staff have accessed 'Makaton' training to support children's communication and language needs, and the setting has achieved an accreditation for embedding this across all rooms.

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Leadership and governance Expected standard

Leaders work cohesively and effectively together. They know the setting's strengths and the areas they are working to improve. They embed reflective practice and are open and honest about their evaluation of the setting.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing and workload and adjust their support for staff where needed. Staff receive regular supervision and have access to a range of training and professional development to further develop their knowledge and expertise. For example, staff have attended training to support children learning English as an additional language, and this is having a positive impact on individual children. The setting is now involved in a project to support families new to the area.

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Leadership and governance Expected standard

Community engagement is a strength of the nursery, and the setting is well respected in the local community. Leaders work effectively with a range of professionals and other organisations to maximise the support they can offer to families. Leaders understand their roles and responsibilities. Those responsible for governance provide support to leaders, enabling leaders to make timely, child-centred decisions. Leaders have acted proportionately, updated policies and sustained a cycle of review to secure compliance and improvement since previous inspection visits.

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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 settle quickly and clearly enjoy attending this setting. Staff have warm relationships with babies and children, which helps them to feel safe, secure and confident to explore. Children show trust in staff and seek reassurance from them as needed.

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

Staff encourage children to share, take turns and cooperate in games. Children enjoy learning through songs and stories. The setting has strong community links, and children benefit from weekly visits to the residential home next door, as well as local trips to the library or shop. This broadens children's experiences and sense of belonging. Leaders promote the importance of attendance and follow up promptly with families. The setting works with external partners to meet individual needs and ensure that families get the support they need at the right time.

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

All children make steady progress from different starting points, including children learning English as an additional language and those with special educational needs and/or disabilities. Staff reduce barriers to children's learning through implementing small-group times and the use of signing, so all children can access activities. Children's backgrounds and uniqueness are valued and celebrated. For example, children sing 'good morning' in a range of languages, which supports children to feel included and enables them to flourish.

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

Children develop independence and self-help skills. Older children confidently spread their own butter, pour their own drinks and count their own snacks. Staff teach children about the importance of safety both indoors and outdoors. Children gain appropriate knowledge and skills for the next step in their learning, including starting school.

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Next steps

Leaders should continue to refine transitions and routine times to minimise waiting and sustain engagement and learning for all children. Leaders should sharpen the curriculum for babies and toddlers so next steps are consistently precise and support children's individual needs.

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About this inspection

The inspector spoke with leaders, practitioners, 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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About this inspection

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

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Address:

Rydal Day Nursery 11 Albert Road CLEVEDON Avon BS21 7RP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rydal Day Nursery Ltd

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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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