Gaggle Nursery And Preschool

The Cottage Nursery

Unique reference number (URN): EY498708 Address: The Cottage, Lower Station Road, Crayford, DA1 3PY Type: Childcare on non-domestic premises Registered with Ofsted: 22/03/2016 Registers: EYR, CCR, VCR Registered person: Super Start 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, including those with special educational needs and or disabilities, are making meaningful progress, particularly in communication and language. Interventions in circle time deliver targeted support, which means children's oral motor skills are improving so that they are better able to pronounce sounds. Children enjoy these targeted activities and are developing their communication skills and their confidence.

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Achievement Expected standard

Babies benefit from hearing new words and, as a result, are starting to put 2 words together. Older children benefit from a 'run up to school programme'. This includes developing independence and having an opportunity to wear school uniforms. Children develop the skills they need next to prepare them for their next stage. Parents feel that their children are developing well because of this learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff understand the behaviour management policy and communicate well with parents when issues arise. They have implemented effective strategies for helping children who need additional support. Children are praised for their successes and staff are making efforts to identify early signs and triggers for challenging behaviour so that they can intervene early on. The use of traffic light cards, meaningful conversations about emotions, the use of key books and an emotions table have been effective in supporting children to manage their feelings. Staff demonstrate an understanding of the different expectations for behaviour for different age groups, for example using distraction and cuddles for babies who are unsettled.

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Behaviour, attitudes and establishing routines Expected standard

Typically, children are told why certain behavioural expectations are in place but sometimes these opportunities are missed, particularly at the beginning of the day before children are settled into their normal rooms. Staff have warm relationships with children and model friendly and polite behaviour, saying 'good job' and 'thank you'. Children have consistent daily routines so that they know what to expect and what comes next. This helps children to feel settled attending. Children are given jobs, such as 'tidy up champions', which gives them a sense of responsibility and encourages independence.

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Children's welfare and wellbeing Expected standard

The key-person system is effective. Children are given a key person from the outset so that they can start forming bonds with a familiar adult, meaning that they settle well and are happy. The staff know the children well so that they can support their emotional development and help them to manage their emotions and feelings. For example, children with special educational needs and/or disabilities point to prompt cards and say, 'look angry' and mimic an angry face. Routines are consistent so that children know what to expect of the day, for example at circle time they sing a song and staff lists the afternoon activity choices in the song. Staff understand safe sleeping practice and know how to keep children safe. They encourage and support children with managing their own personal hygiene. Leaders and staff have effective risk assessments in place and record any accidents. Staff understand the importance of monitoring and acting if they notice any accident trends or re-occurrences.

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Children's welfare and wellbeing Expected standard

Children benefit from healthy, balanced and fresh meals and all children have access to fresh drinking water. Children enjoy their mealtimes and are closely supervised with staff understanding safe eating practices and allergen management.

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Curriculum and teaching Expected standard

Leaders have provided staff training and support to improve teaching and ensure the curriculum is age appropriate. Communication with parents is now more focused and tailored to each child, helping parents understand what their child is learning and their next steps. Assessment methods have been strengthened so staff know children's abilities and can plan a more sequenced, ambitious curriculum.

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Curriculum and teaching Expected standard

A new curriculum emphasises early literacy. Staff use monthly focus books linked to activities across learning areas. For example, toddlers enjoy a book which includes lessons on healthy eating and a disco activity to develop gross motor skills. Older children explore books about families to learn what makes them unique and deepen their understanding of the world. Mathematics is taught sequentially in all rooms, with staff using planned activities to embed concepts. For instance, during a 'Goldilocks and the Three Bears' activity, children practise mathematical and positional language while using bowls and scoops to build fine motor skills.

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Curriculum and teaching Expected standard

Leaders plan to introduce a universal assessment system to further improve provision, including for children with special educational needs and/or disabilities. To strengthen teaching further, staff should ensure quieter children are fully engaged in group activities.

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Inclusion Expected standard

Leaders have prioritised staff training to strengthen curriculum delivery and improve outcomes for all children. Funding is used effectively to purchase resources, such as outdoor play equipment and sensory sacks, following consultation with staff, key persons and parents, to support children with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

Staff work collaboratively with external professionals, who provide in-setting training to further enhance provision. Staff have received targeted training to support children with SEND, resulting in increased staff confidence and improved planning and implementation of learning for these children.

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Inclusion Expected standard

Staff identify areas where children need additional support and adapt provision accordingly. For example, when children prefer to lead their own play, staff use activities based on their interests, such as sorting games. This helps to build children's confidence and social interactions. Similarly, when children struggle with transitions they are supported through the use of visual prompts, helping them understand routines and reducing anxiety.

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Leadership and governance Expected standard

Since the previous inspection, leaders have strengthened staff supervision and introduced additional training. This has improved staff confidence and knowledge in delivering the curriculum and supporting children with special educational needs and/or disabilities (SEND). Leaders have also prioritised staff wellbeing by providing mental health support, professional development opportunities and regular feedback meetings. Staff report feeling supported and confident in their roles.

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Leadership and governance Expected standard

Communication with parents has been enhanced. Parents now receive clear information about their child's learning and how to support this at home through meetings, videos and newsletters. The curriculum has been refined to ensure it is ambitious and well sequenced. Staff use observations and assessments effectively to plan learning, resulting in children progressing well. Leaders and staff have developed strong community links, including visits to the local library and nature reserve and hosting visitors, such as local police officers. Leaders plan to extend these links further through volunteering initiatives. Leaders have identified priorities for continued improvement, including strengthening SEND provision and embedding a new assessment system to further enhance curriculum planning.

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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 are happy and settled and have positive relationships with staff. As a result, they enjoy their time at nursery. Children who have just started at the nursery have tailored settling-in sessions and are allocated a key person from the outset. This helps children to feel secure and have a sense of belonging. Parents report that this works well. Staff know the children well and understand what they can do and what they want them to learn next, particularly any children identified as having special educational needs and/or disabilities. Staff are warm and kind to the children and regularly give them praise so that they feel valued. Staff make adaptations where appropriate. For example, children with particular interests are encouraged to bring carefully selected resources to the 'Goldilock's' role-play table so that they can access the sensory porridge activity. Children needing additional support are given individual time with staff.

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

Children are encouraged to become independent and confident and to develop the skills they need. Staff share learning with parents, for example sharing a video about how the children can learn to put their own coat on themselves. Children make meaningful progress in communication and language skills because of carefully targeted support. Leaders have improved communication with parents regarding what children are learning and parents report having a better idea of what the children are learning because of this.

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

Staff demonstrate kindness and positive social skills towards the children. Any issues with children's behaviour are typically dealt with promptly and children are given guidance as to why certain expectations are in place. Children are encouraged to take turns and share. Staff purposefully get out less resources at the beginning of an activity so that children wait their turn and then ask for the resource. This means that children are increasing in confidence and learning to share and be kind towards others.

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Address:

The Cottage Lower Station Road Crayford DA1 3PY

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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Next steps

Leaders should support staff to provide guidance for children to understand why certain behavioural expectations are in place more consistently. Leaders should support staff to include quieter children more effectively during group activities to enhance learning and development opportunities.

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About this inspection

The inspector spoke with leaders, staff, 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. 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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