Partou Sunny Days Day Nursery & Pre-School

Partou Sunny Days Day Nursery & Pre-School

Unique reference number (URN): EY551187 Address: 50 Vale Road, Whitby, ELLESMERE PORT, CH65 9AY Type: Childcare on non-domestic premises Registered with Ofsted: 12/10/2017 Registers: EYR Registered person: Just Childcare 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 Strong standard

Children progress steadily throughout the provision, building on what they know and can do and extending their learning further. Progress is continually monitored to ensure any gaps in learning are swiftly identified, and children's next steps accurately reflect their developing abilities. As such, children are ready to flourish as they move on to school. Children make progress in all areas of learning, with a particular focus on their personal and social development, communication and language, and physical development. Weekly sessions of music and movement support children in building on their physical skills as they practise and learn new moves to music. They can express themselves through song and dance, and it provides opportunities for all children to be involved. Children enjoy singing and circle time activities with their key person. They benefit from familiar songs and happily join in with the

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Achievement Strong standard

words and actions. This gives them the opportunity to practise familiar words.

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Achievement Strong standard

Children talk confidently with the staff about their learning. For example, they celebrate 'Penguin Awareness Day' linked to children's interest. Children talk about what they have learned about penguins, including how the zookeeper can tell them apart using their wing tags and how they have two sets of feathers, one to keep them dry and one to keep them warm. Children learn and understand new vocabulary, which gives them confidence to engage in conversations.

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Behaviour, attitudes and establishing routines Strong standard

Consistent routines and boundaries help children to know what is coming next. As a result, children are able to manage their own feelings and behaviours, share and take turns with their peers. Children are respectful of each other and demonstrate a positive attitude to learning. Staff and leaders work together with parents to support any issues with behaviour management at home, providing ideas and information to help with individual situations and barriers to learning. Leaders work closely with parents to promote regular attendance. This enables children to benefit fully from the curriculum and daily routines. As such, children display positive attitudes to their learning and develop high levels of independence.

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Behaviour, attitudes and establishing routines Strong standard

Staff set high expectations for children's behaviour and support children's individual needs. They make adaptations to support children who need visual prompts to help them to understand and make appropriate choices. Children consistently build on the independence skills they have learned throughout the setting. They become responsible for their own self- care needs. Routines and boundaries are well embedded, and children know what is expected of them. They know to put things away when they have finished with them and learn where things belong. Lunchtime is implemented in two sittings, which eases transition times and provides quality small-group time for children. This provides a more consistent approach to mealtimes and allows children quality time with their key person. As such, opportunities for communication are heightened and children gain confidence in sharing and turn-taking.

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Children's welfare and wellbeing Strong standard

Everything staff and leaders do is for the benefit of the children in attendance. They offer a safe and welcoming environment in which children can flourish. Staff talk about settling-in procedures and how these have been effective in helping some of the younger babies to settle. They offer tailored sessions that support individual children's needs. Children sit at the table for lunch. They are very independent and demonstrate effective communication skills. Children self-serve their meals. They are provided with appropriately sized jugs and cups to help them to gain confidence in pouring for themselves. Younger toddlers use a spoon and fork. When they have mastered this skill, they progress onto a knife and fork, with support and modelling from staff to help them.

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Children's welfare and wellbeing Strong standard

Staff promote understanding and reflection of children's wellbeing and emotions. Using books, puppets and props, staff encourage children to talk about feelings and how this impacts others. Children benefit from a supportive environment in which they feel safe to explore, express and talk about their emotions. Children also learn about risk and safety. They learn what they can do safely and where they need an adult to support them, such as when climbing steps.

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Children's welfare and wellbeing Strong standard

Staff support parents and children with advice on behaviour, toothbrushing and enhancing communication. For example, they offer 'Ditch the Dummy' packs and provide books to help children reduce dummy use. Additionally, staff signpost parents to the 'dummy tree' in the setting, where children can hang their dummies when they are ready to give them up. Staff work closely with parents, encouraging them and providing advice and support to help reduce dummy use and promote communication.

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Curriculum and teaching Strong standard

Staff talk confidently about children's individual needs and next steps. They are clear about children's abilities and how to improve and extend their learning. This is done seamlessly throughout activities by modelling and narrating play. Leaders and staff carry out robust assessments of children's learning to identify their next steps and any gaps. Staff confidently use this information to plan meaningful opportunities for children to extend their learning. Staff talk confidently about the curriculum and how activities are planned to support children's interests and next steps. They build on children's interests and experiences at home to help extend their learning in the setting, for example, children who are interested in cars. This feedback from home is incorporated into the daily activities in the setting, with car washing and building racetracks. All children, regardless of their starting points or needs,

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Curriculum and teaching Strong standard

make consistent progress. Planning is individual to each child and reflects their needs and abilities.

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Curriculum and teaching Strong standard

Staff consistently use lots of language to extend children's communication. They model two- word sentences to help children to develop their vocabulary. There are lots of opportunities for children to access activities independently. Younger children and babies can pull themselves up and cruise along low furniture to develop their core strength and prepare them for walking. Staff provide sensory play and activities to help their physical development. Mathematics is woven throughout all activities and provision areas to provide children with open-ended opportunities to count, measure and explore shape and size.

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Inclusion Strong standard

Leaders and staff implement a consistent and secure approach to inclusion across the setting. Staff are confident about children's individual needs and are responsive to them. Children with barriers to their learning are swiftly identified and plans put in place to support their progress. For example, referrals to health visitors or external services, such as speech and language therapy services, are made quickly and information gained from these professionals is used to help inform priorities for that child. Children in receipt of disability access and early years pupil premium funding receive support tailored to their individual needs. For example, staff provide small-group activities to help support children's emotional development and improve communication opportunities. Adaptations are consistently applied where needed to help children to make sustained progress.

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Inclusion Strong standard

The special educational needs coordinator (SENCo) has a good overview of the children who face barriers to their learning and is working alongside the manager to ensure effective support strategies are in place for these children to help them make progress. Children have individual plans that identify adaptations that are tailored to their specific needs and abilities. These are consistently reviewed and updated to ensure continued progress. All staff are confident in implementing strategies and adaptations to reflect individual needs. They work closely with the SENCo to embed the graduated response for children who require additional support. This ensures a consistent approach to supporting children's individual needs and ensuring they receive swift and timely support.

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Leadership and governance Strong standard

Since the last inspection, leaders have built on the team to get more qualified and experienced staff. Leaders are passionate and have a clear and ambitious vision for the nursery and a precise understanding of future areas for improvement. Leaders celebrate small achievements with parents. This embeds parents' engagement in improving outcomes for children. Partnerships with parents are excellent. Leaders and staff work closely with parents and form positive relationships to ensure a coordinated approach to children's learning. Parents thrive with how they are involved in the setting and their child's learning. They benefit from shared opportunities to engage with other parents, such as through stay- and-play sessions. This helps families who may be isolated to meet new people and share their experiences.

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Leadership and governance Strong standard

Through focused training, leaders support staff to further develop their understanding of children's development and abilities and how they enhance this through their plans and interactions. This ensures that the quality of provision, planning and opportunities is consistent across the setting. Leaders have implemented new recruitment procedures to ensure the suitability of those working with children. Induction procedures are robust and provide new staff with the information they need about the setting and their role. There is evidence of the input from parents and how staff enhance and extend this to support children's learning. For example, farm animals, songs and stories support children's interest in animals and link to a recent visit to the farm, which children talk about when at home.

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

Children are happy and settled. They engage well with their key person, seeking comfort from staff if needed. All children, including those who face barriers to their learning, make continuous progress from their starting points. Babies are engaged in activities and are given opportunities to explore their surroundings. They pull themselves up and practise climbing and cruising to help with the next steps in their learning. Older babies move freely between activities and develop more independence. They benefit from story time with their key person, where they learn and practise new sounds. Song time provides babies with the opportunity to join in with familiar rhymes and copy actions. Interactions between staff and children are effective and reflect how staff are sensitive to children's needs. Children giggle and play excitedly with staff, splashing in the water and exploring different textures. Children

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

benefit from spending time outdoors, where staff provide large-scale activities such as printing and painting using tools to help promote their muscle development.

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

Behaviour is well managed, with children following robust rules and boundaries. Support is in place where staff use 'now and next' cards for children who require a visual prompt to help them to anticipate what is coming next. The children learn valuable skills needed to prepare them for school. They learn to sit and listen, to take turns, and to demonstrate respectful attitudes towards others. They become involved in 'Pre-school Committee', where they can voice their ideas about things that they would like to see in the nursery, which promotes autonomy and self-assurance. Leaders support families to ensure children attend regularly. This helps to build secure routines that prepare children for school.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes for those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator 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

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Address:

50 Vale Road Whitby ELLESMERE PORT CH65 9AY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Just Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Address:

Local authority: Cheshire West and Chester

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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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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

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

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