Pumpkins Day Nursery

Pumpkins Day Nursery

Unique reference number (URN): 402106 Address: 49 Papenburg Road, Canvey Island, Essex, SS8 9NZ Type: Childcare on non-domestic premises Registered with Ofsted: 18/06/1993 Registers: EYR, CCR, VCR Registered person: Boland, Gail Lorraine

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Staff consistently promote the values of the setting. They recognise the importance of consistency and the need to prioritise children's safety and welfare. There is a respectful and happy atmosphere. Sharply focused adult-led activities and conversations help children to understand their emotions, feelings and the impact their actions have on others. Staff and children show kindness and care towards one another. This is instinctively displayed throughout the setting and contributes to a calm atmosphere both indoors and outdoors. Staff, children and parents recognise and maintain consistently the high expectations for children's behaviour. These expectations are realistic for children's age and stage of development. For example, babies and toddlers are shown how to play with toys as staff gently role model expectations.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children have formed close and trusting bonds with their key person. High levels of engagement and children's secure understanding of the routines and expectations in place contribute to their exemplary behaviour. Children are confident, curious and keen to explore what is offered. They feel safe and secure in their surroundings and are familiar with daily routines. They happily respond to staff's instructions. Leaders and staff ensure that children are well prepared for their next steps in learning, such as when they transition to different rooms. Leaders ensure a robust system for assessment ensures early intervention and support when needed. This means that all children make progress from their starting points.

p.2

Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing. Children are the focus of all decisions made and policies in place. The impact of practice is rigorously reviewed to ensure positive outcomes for those children attending. Staff have a comprehensive knowledge of the children in their care. They invest time getting to know the children and their family before they attend. This means children happily and enthusiastically arrive to start their day. They are warmly welcomed into the nursery by happy staff, who are genuinely pleased to see them. Leaders place a priority on ensuring that children form secure attachments with their key person and staff are highly responsive to children's needs. Well-structured routines that are in place and individualised support help children to quickly develop a sense of belonging and become increasingly confident in their environment. There are robust procedures in place to ensure that children's wellbeing and individual

p.2

Children's welfare and wellbeing Strong standard

needs are securely met. Children are supported to learn how to manage their emotions and understand their feelings. This is successfully achieved through focused, adult-led activities, the provision of appropriate resources, calm spaces and also by providing children with the language they need to express how they feel.

p.2

Children's welfare and wellbeing Strong standard

Children learn the importance of a healthy lifestyle through the consistent everyday routines. Staff provide them with nutritious meals and snacks. They encourage children to make independent choices as to what they eat. There are precise systems to meet children's dietary needs. Children have many opportunities for physical play. They relish their time in the newly refurbished and exciting outdoor classroom. Babies who show signs they want to walk are expertly guided and praised by staff for their efforts. Children can rest and sleep

p.2

Expected standard

uninterrupted, as staff provide children with a calm and soothing place to relax. Stringent monitoring means that children can sleep peacefully and safely.

p.3

Inclusion Strong standard

Leaders and staff are highly skilled at identifying gaps in children's learning at the earliest opportunity. They work closely and sensitively with parents and carers, having established excellent relationships with them. Leaders quickly take action to put support in place that helps children to overcome barriers to learning. They have recently strengthened staff's knowledge through training opportunities. This has created a team of practitioners who are qualified specifically in supporting children with special educational needs and/or disabilities to ensure children receive high-quality support.

p.3

Inclusion Strong standard

Staff ensure that there is an inclusive play environment. They make adaptations to activities and provide appropriate equipment, resources and support. This means that all children have access and the same opportunities as their peers.

p.3

Inclusion Strong standard

Leaders and staff responsible for making referrals are well trained and experienced. They meticulously monitor the impact of support provided to ensure that it is making a difference to children in their learning. Leaders establish positive working partnerships with other professionals. They engage and prioritise communication with parents to ensure that funding is used appropriately and has a positive impact for disadvantaged children. For example, leaders have provided children with additional sports opportunities with qualified coaches. As a result, children's progress in physical development and skills has been rapid.

p.3

Achievement Expected standard

Children benefit from the positive interactions with staff during their play and adult-led activities. This helps children to develop their communication and language skills. Children enjoy chatting with staff and ask lots of questions during play. They learn new words to extend their vocabulary. Children demonstrate they are keen to learn and enthusiastically participate in group activities. While children have opportunities to repeat and consolidate their learning, they do not have consistent opportunities to extend their learning at times.

p.3

Curriculum and teaching Expected standard

Staff provide children with a well-designed and broad curriculum. This covers all areas of learning indoors and in the outdoor learning environment. The curriculum design includes the nursery's principles, such as children being curious, being active and inspired to learn. This is embedded in daily practice. Staff confidently explain how they follow children's interests and use assessments and observations to identify children's next stage in learning. Leaders and staff place a high focus on communication and language. This includes the consistent use of Makaton throughout the nursery. Staff model a wide vocabulary to children through reading familiar stories together. Children are encouraged to express their ideas and predict what will happen next when sharing books. Staff repeat simple words to babies, who listen intently and confidently make attempts at speaking. Children thoroughly enjoy familiar songs and giggle as staff sing with them.

p.3

Curriculum and teaching Expected standard

Staff support children's mathematical knowledge through all activities and conversations. High-quality interactions from staff support children's understanding. For example, children find bugs and are encouraged to count the spots and wings. They use mathematical and positional language in context as they talk about toys being 'heavy' or look for toys 'under' the table. This supports children's understanding of mathematical concepts.

p.4

Curriculum and teaching Expected standard

Staff prioritise children's physical and personal and emotional development. There is a sharp focus on settling children, as staff understand the importance of children feeling safe and happy for them to learn effectively. They invest time during transitions, and children receive consistent and high-quality support from their key person. This ensures that children move to another room within the nursery seamlessly. Typically, leaders monitor the curriculum. However, there is not yet a sharp focus to ensure that activities staff provide ensure that children extend their learning. This means that, at these times, some children do not consistently benefit from explicit teaching to support them even further in their learning and development.

p.4

Leadership and governance Expected standard

Leaders acknowledge and are committed to ensuring that staff's wellbeing is supported. Staff say they are valued for their contribution to the nursery. They are involved in decision- making and are able to complete a variety of training opportunities to support their professional development. This has provided a consistent and motivated team and a high level of continuity for the children and their families. Parents and carers are very complimentary about the care and education their children receive and the progress they have made since attending the nursery.

p.4

Leadership and governance Expected standard

Leaders express a firm commitment to ensure that all children achieve the best possible outcomes. Leaders and staff proactively work in partnership with parents and other professionals to secure the best education and care for their children.

p.4

Leadership and governance Expected standard

Leaders are proactive in monitoring the quality of provision and have made many recent improvements. Regular meetings, supervision sessions and a hands-on approach mean that leaders are able to observe practice daily. However, while teaching is typically effective, the monitoring of the quality of teaching is not yet having a consistent impact. For example, opportunities to extend children's thinking and learning further are sometimes inconsistent.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are very confident, enthusiastic to try new experiences and consistently show positive attitudes to their learning. They enjoy participating in group activities and work well together. For example, children show sustained concentration and help one another as they skilfully carry water in pots to care for their plants in the garden. They are curious and are keen to explore what is offered. Children feel secure in their environment, including the very youngest. Babies move around with ease, exploring their cosy environment. Nurturing staff

p.5

About this setting

Unique reference number (URN): 402106 know children well and respect their individual routines. Babies enjoy cuddles when they seek reassurance.

p.6

About this setting

Children are familiar with daily routines and happily respond to staff's instructions. Leaders and staff ensure that children have the confidence and emotional security to ensure a smooth transition to different rooms or in preparation for school. The delivery of a broad curriculum makes sure that children have increasing confidence and learn the skills needed to be independent learners. Staff positively support children to take care of their personal needs, communicate and ask for help when needed.

p.6

About this setting

Leaders ensure a robust system for assessment ensures early intervention and support when needed. This means that all children make progress from their starting points, including those with special educational needs and/or disabilities. Leaders and staff provide children with a positive and nurturing environment. Children form close and trusting bonds with the staff. Staff embed high expectations for children's behaviour into daily practice. Children are kind to their friends and play cooperatively together. Caring staff show kindness and high levels of respect for children.

p.6

Next steps

Leaders should continue to monitor and improve the curriculum delivery to ensure that activities consistently extend children's learning.

p.6

About this inspection

The inspector spoke with the nominated individual, manager, the special educational needs and/or disabilities coordinator, staff, parents and carers and children during the inspection.

p.6

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.

p.6

Address:

49 Papenburg Road Canvey Island Essex SS8 9NZ

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Boland, Gail Lorraine

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 19:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8