Fun To Learn Nursery & Pre-School

Fun To Learn Nursery & Pre-School

Unique reference number (URN): 155769 Address: Dallow Primary School, Dallow Road, Luton, Bedfordshire, LU1 1LZ Type: Childcare on non-domestic premises Registered with Ofsted: 03/01/2001 Registers: EYR, CCR Registered person: Dallow Community Nursery 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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Achievement Expected standard

All children, including those with special educational needs and/or disabilities and those who speak English as an additional language, make good progress in their learning and development. Staff have clear strategies in place for communicating children's next steps, which enables them to support all children. Children's learning is consolidated by repeating activities, which builds children's confidence in the skills they have learned.

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Achievement Expected standard

Children make expected progress in their physical development, in relation to their starting points. The large garden area provides children with opportunities to run, jump, climb and navigate the whole space. They become increasingly more aware of their surroundings, developing their spatial awareness. Children know where it is safe to run and where they are able to play on the bikes. Opportunities to do activities such as yoga support those who have different physical interests. Children enjoy playing with and alongside other children. They build on their social skills as staff encourage them to make friends and take turns playing games.

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Behaviour, attitudes and establishing routines Expected standard

Since the last inspection, leaders have adapted their session time to match local schools. This has supported the needs of the local community and has increased attendance. Leaders reflect that they need to continue communicating with families to help ensure that any changing needs are met. Leaders and staff respond promptly when children do not arrive for their session at nursery. They successfully implement their policies and procedures to follow up on any absences that have not been notified to them, which helps to promote children's regular attendance and punctuality.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour at the setting is exceptional. Children have a clear understanding of the expectations of their behaviour, and this is demonstrated throughout the setting and day. Any disputes are well handled by the staff and they are consistent in their approach. Children are respectful of the staff team and there are strong relationships between all children and staff. Children actively seek staff out to join in their games and are always keen to complete targeted teaching opportunities. Staff encourage children to play together, sharing toys and creating friendships. Staff plan activities to support those who find this more challenging, and staff talk of lovely friendships that have been built for some children.

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Children's welfare and wellbeing Expected standard

Settling-in procedures are effective. Staff comment on how quickly children settle at the setting, attributing this to the home visits which take place. Children with special educational needs and/or disabilities are well supported to join in with the setting's routines and strategies to support them are put in place as needed. Key-person relationships are well established. Children have good relationships with the whole staff team. Children are happy to approach staff when they need comfort. At snack time, staff talk to children about healthy and unhealthy foods. Children develop their independence, for instance they choose what they like to eat and learn to prepare their snack by spreading butter on crackers. Staff are knowledgeable of children's food choices and allergies. They implement clear procedures to ensure children are provided with the right food. Healthy eating information is shared with parents to support with lunch boxes,

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Children's welfare and wellbeing Expected standard

and the setting is always reflecting on this. Leaders are aware of the importance of oral hygiene within the setting. The team has worked hard to embed toothbrushing practices for all children. They work closely with local dentists to ensure all children are registered with and attend dental appointments.

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Curriculum and teaching Expected standard

Leaders have a good understanding of the setting's curriculum and have clear plans in place for continuing to develop this even further. The setting is situated in an area where children speak English as an additional language. Therefore, leaders have designed the curriculum with a focus on communication and language, and all staff are aware. Staff sequence children's learning well, working with the local school to ensure that children are ready for the next stage of learning. All children, regardless of their starting points, make good progress in their learning and development.

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Curriculum and teaching Expected standard

Staff deploy themselves effectively around the setting. This allows them to support children across all areas of the setting, both inside and out. Staff talk confidently about the room and garden set-up. Time is taken to ensure that activities are set up purposefully to meet children's next steps, and staff ensure that children understand the learning taking place. For example, children count the number of bottles of water needed to fill tubs in the garden, building on their mathematical knowledge. However, this is not consistent. Staff find it challenging to manage this when all the children are in one room and the garden is closed. Noise levels impact on staff interactions; however, this is something leaders have recognised and are working with staff on.

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Inclusion Expected standard

Leaders support staff to implement effective strategies to meet the needs of all children. They ensure that staff are trained to support children with special educational needs and/or disabilities. Staff are highly knowledgeable and use their knowledge and skills well to identify and address gaps in children's learning. Staff break down instructions into smaller steps to support children who speak English as an additional language. They use visual aids to promote children's understanding of expected behaviours. Staff communicate effectively with each other across the setting, sharing information on children's targets and next steps. This enables all staff to support all children across the setting.

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Inclusion Expected standard

Leaders use additional funding effectively to enhance staffing arrangements and provide support for individual children to access all areas of the curriculum. They have created an additional space to provide children with a quieter area when they feel overwhelmed.

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Inclusion Expected standard

Leaders and staff work closely with other professionals to create common plans for individual children's progress. They share the plans with parents to enable them to continue children's learning at home. Parents comment that staff work closely with them to support their children. This includes sharing knowledge and signposting them to outside agencies as needed.

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Leadership and governance Expected standard

Leaders have worked hard since the last inspection to build on staff's safeguarding knowledge. They understand the importance of ensuring this knowledge remains at a high level. Leaders have strengthened staff's knowledge of reporting concerns and have worked closely with the local authority to ensure all staff are aware of local procedures.

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Leadership and governance Expected standard

Leaders have a good oversight of the setting. They can recognise priorities for improvements and reflect on other areas they may need to improve. Leaders proudly share the setting's strengths and talk of the effective work the setting does for children with special educational needs and/or disabilities and the progress these children make. Retention of staff demonstrates how well supported staff feel at the setting. Staff talk of the close relationships they have with leaders and how they can have a voice within the setting. Regular supervision meetings give staff time to talk to leaders about their key children as well as their own wellbeing. All staff have access to a wide range of training opportunities, and staff enjoy sharing their learning with each other at staff meetings.

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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 are greeted by the friendly staff on arrival and they settle well. They are happy and eager to begin their day. Children have strong attachments with all staff, and they welcome staff into their play. A strong key-worker system is in place and information is shared effectively between staff to ensure consistency for all children. Children's interests are used to create activities, and they enjoy spending long periods of time at them. For example, children play with different vehicles before moving over to the creative table to build their own. Staff use their knowledge of children to build on what they already know and can do.

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

Before children start at the setting, staff gather a wealth of information from parents at home visits. This allows for true and accurate baseline assessments to be completed. Staff understand that children start to develop at different rates. There are robust monitoring processes in place to look at gaps in children's development. Where gaps are identified, swift action is taken. Staff create plans to reduce these, working with both parents and other professionals as required. This ensures that all children make progress in their learning and development.

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

Leaders have a good understanding of the backgrounds of the children who attend, which is reflected in the strong curriculum focus on communication and language development. Staff use visual materials to build on children's understanding of English and support with the spoken word. Staff narrate activities to children and introduce them to new words. Regular attendance is encouraged by the setting. Leaders work closely with parents to form strong parent partnerships. However, they recognise that they do not consistently review parents' views to see if any changes or adaptations, such as session times, are needed to help meet the ever-changing cohort of families.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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to ensure attendance meets the high expectations of the provider

Leaders should manage the environment more effectively to help children remain focused and concentrate on their learning. Leaders should strengthen processes to share information effectively with parents.

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Address:

Dallow Primary School Dallow Road Luton Bedfordshire LU1 1LZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dallow Community Nursery Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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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About this inspection

The inspector spoke with the manager, the special educational needs and disabilities coordinator, staff members and parents 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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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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