Honeys Nursery and Stingers Kids Club

Honeys Nursery and Stingers Kids Club

Unique reference number (URN): 137382 Address: c/o Spitfire Centre, Church Road, Biggin Hill, Kent, TN16 3LD Type: Childcare on non-domestic premises Registered with Ofsted: 15/11/1995 Registers: EYR, CCR, VCR Registered person: Say, Tonia

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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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Behaviour, attitudes and establishing routines Expected standard

All staff have high expectations of children's behaviour. They work with parents effectively to consider the previous experiences of all children. Leaders promote the importance of attendance and punctuality with families. Staff teach children to cooperate and negotiate with others. Children play alongside others with kindness and respect. For example, they enjoy taking turns and sharing during role-play activities. Children are well-mannered and listen to staff, following their instructions. Staff consider what individual children need to promote their positive behaviour. They give children praise and reinforce good behaviour. All staff develop warm and trusting relationships with children. For example, they work with parents to understand children's interests and feed these into their curriculum. All children develop confidence and high levels of self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach children key independence skills. Children learn about how to keep themselves and others safe. They understand that looking after their environment is important. For example, children pick up litter and take care of their surroundings. They develop a sense of social responsibility. This helps them to build strong foundations for their future success.

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Children's welfare and wellbeing Expected standard

Leaders have taken effective action to implement policies and practices that support children's welfare. For example, they support staff to teach children about nutrition. Leaders seek advice and support from experts to provide children with healthy choices at mealtimes. Staff ensure that children can make good choices. They teach children to become increasingly independent when using cutlery. Children learn lifelong habits that promote their physical wellbeing.

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Children's welfare and wellbeing Expected standard

Staff ensure that children have daily access to outdoor learning. They teach children key skills, including balance, physical strength and coordination. All children enjoy being physically active. Staff consider the individual needs of children with barriers to learning and help them to develop key physical skills. This enables children to develop healthy attitudes to exercise.

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Children's welfare and wellbeing Expected standard

Leaders support staff to work closely with families to promote the physical health needs of individual children, including those with special educational needs and/or disabilities. They seek advice from external experts to help staff to create care plans for individual children. Parents say that this has a positive impact on children's wellbeing.

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Achievement Needs attention

Children who are disadvantaged and those with special educational needs and/or disabilities do not always achieve well from their starting points across all areas of learning. Leaders do not yet have sufficient oversight of assessment to ensure that these children make consistent progress from their starting points. For example, children do not always receive the targeted support they need to develop communication skills. As a result, not all children are able to express themselves fully. This limits their ability to be well prepared for the next stage of their education, including school.

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Achievement Needs attention

Leaders and staff take steps to assess children's learning and share information about next steps with parents and carers. However, leaders do not always have sufficient oversight of assessment to ensure that staff accurately identify gaps in learning. As a result, teaching is not always adapted fully to promote the speaking and listening skills of all children.

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Curriculum and teaching Needs attention

The action that leaders take to ensure that all children access an equally ambitious curriculum is not always effective. For example, staff are not always given the support they need to teach children who are disadvantaged and those with special educational needs and/or disabilities to develop speaking skills. Some staff use highly effective strategies to support communication skills. However, leaders have not taken steps to ensure that all children benefit from this teaching. Not all children develop the fluency and confidence they need to express themselves to their friends.

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Curriculum and teaching Needs attention

Overall, staff support children to learn skills across all areas of learning and development. For example, staff teach children mathematical skills to promote their problem-solving and critical thinking. Children enjoy solving problems and develop a 'can-do' attitude to activities involving numbers and measuring. Children's physical development is prioritised. All children have regular access to outdoor space. Staff teach key skills, including balance, coordination and physical strength. Children generally develop well from their starting points.

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Curriculum and teaching Needs attention

Staff provide children with opportunities to explore books and, as a result, children choose to explore stories. This promotes their literacy development in preparation for their next stage of their education, including school.

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Inclusion Needs attention

The action that leaders take does not always reduce barriers to learning for disadvantaged children and those with special educational needs and/or disabilities (SEND). Although leaders liaise with expert partners, they do not always implement advice from specialists to support children's learning. As a result, staff are not able to plan suitably focused activities to close gaps in learning. Teaching does not always have a positive effect on the outcomes of children with SEND or those who are disadvantaged. Leaders have provided training for staff on specialist strategies to support children with their communication and language skills. Although these are commonly understood by staff, they do not always target this support at children who need it most. For example, staff sing to children and babies and use sign language to teach children key words. Most children benefit from this teaching and are increasingly able to express themselves. However, some

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Inclusion Needs attention

children, including those with SEND, do not have opportunities to use these strategies to further their skills. Staff do not consistently adapt their teaching to consider the needs of children with gaps in their learning. These children are not always well prepared for the next stage of their education, including school.

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Leadership and governance Needs attention

Leaders provide professional learning opportunities for staff. However, the skills staff gain from these opportunities are not always correctly targeted to improve the outcomes of disadvantaged children and those with gaps in their learning.

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Leadership and governance Needs attention

Leaders have taken effective action to create a curriculum that considers the needs of children who attend the setting. They are reflective of their practice and have a vision to support children to become independent, confident and motivated learners. Leaders take action to ensure that staff feel valued and that their workload is manageable. For example, they have reflected on the way that staff assess children to make sure that opportunities to interact with children are prioritised.

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Leadership and governance Needs attention

Leaders work effectively with parents to support children's learning. They give parents information about children's education that helps them to extend their learning at home. Parents say that the communication between staff and external partners supports their understanding of how to further learning at home for children with special educational needs and/or disabilities.

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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

Staff identify children with gaps in their learning, including special educational needs and/or disabilities (SEND). However, support they provide does not always reduce barriers to children's learning. For example, leaders do not always implement advice from specialist partners when needed. This limits the ability of staff to meet the needs of disadvantaged children or those with SEND effectively. These children do not always make progress that prepares them well for school. Teaching is not always tailored to support children's communication and language skills. As a result, children with gaps in their learning do not always receive the targeted support they need to be suitably prepared for school.

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

Staff have high expectations of children's behaviour. They promote the importance of attendance and punctuality to parents. Staff role model kindness and respect for other people to children. They teach children the skills they need to pay attention and focus on learning. Children have positive attitudes to learning. Staff create opportunities for children to develop their own interests. They give praise and encouragement to all children and develop warm and trusting relationships with them. For example, children enjoy exploring scientific experiments and using increasingly tricky vocabulary in their play.

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

Leaders closely consider children's wellbeing and welfare. They create a welcoming environment that reflects children's backgrounds. Leaders take action to ensure that children learn to make healthy choices about food. They seek advice from a nutritionist to support children to develop positive attitudes to healthy eating. Children develop good manners and strong social skills at mealtimes. Children, including disadvantaged children and those with barriers to learning, develop a strong sense of belonging. This helps them to become confident and believe in themselves.

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Address:

c/o Spitfire Centre, Church Road Biggin Hill Kent TN16 3LD

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Address:

Type: Childcare on non-domestic premises

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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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About this inspection

The inspector spoke with leaders, staff, children and parents.

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

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 .

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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 .

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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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