Little Oaks Day Nursery & Childcare @ Carcroft

Little Oaks Day Nursery & Childcare @ Carcroft

Unique reference number (URN): EY430589 Address: Carcroft Primary School, Owston Road, Carcroft, Doncaster, South Yorkshire, DN6 8DR Type: Childcare on non-domestic premises Registered with Ofsted: 03/06/2011 Registers: EYR, CCR Registered person: Little Oaks Day Nursery & Childcare Ltd

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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 Strong standard

Staff have consistently high expectations for children's behaviour. Relationships between staff and children are extremely warm and trusting. Leaders have embedded a harmonious and respectful culture. As a result, children are kind to each other. All children benefit from the established routines and boundaries that are in place in the nursery. These systems are highly impactful. For example, they know to put their coats on before playing outside and can do so independently. Children develop extremely positive attitudes to learning and take pride in their achievements. They are motivated and engage with enthusiasm. Staff praise children for making good choices and address rare incidents of poor behaviour promptly and consistently. Children know the expectations and quickly learn to manage their self- regulation skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders understand the importance of regular attendance. They closely monitor absence and identify patterns when they begin to emerge. They address this promptly and work with parents to ensure regular attendance. As a result, children have positive attendance at the nursery. This has a positive impact on children's development, including disadvantaged children, those with special educational needs and/or disabilities and those who are known (or previously known) to children's social care.

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Achievement Expected standard

Children make progress from their different starting points and achieve well. Younger children grow in confidence as they explore and play, while older children build securely on their developing knowledge across the areas of learning.

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Achievement Expected standard

Children generally develop their communication and language well. They develop their listening and attention skills effectively and confidently interact with staff and each other. Children with special educational needs and/or disabilities (SEND) use Makaton to support reciprocal communication.

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Achievement Expected standard

Children show curiosity and engage meaningfully in all learning opportunities. For example, babies enjoy sensory experiences where they listen and move to music using ribbons and blankets.

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Achievement Expected standard

Children learn to share and take turns and show growing empathy. They take pride in leading their own learning and engage in focused group activities. Children, including those with SEND, typically make encouraging progress and are suitably prepared for the next stage of learning.

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Children's welfare and wellbeing Expected standard

Effective settling-in procedures support children's transition from their parents into the setting. Key persons and familiar staff form attachments with children, which helps children's emotional wellbeing. Children play and learn in a safe and welcoming environment. Staff play games with babies, such as peekaboo. Staff engage children in conversations that are linked to their interests. Staff consider the personal needs of all children. They follow individual care routines for babies, such as sleeping routines. Leaders have engaged in a safe sleeping audit to develop staff's knowledge. There is a clear understanding of safe sleep practices to ensure that children are kept safe, including having a safe space and being regularly checked by staff.

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Children's welfare and wellbeing Expected standard

Staff prioritise getting to know each individual child. They make relevant adaptations to support children with special educational needs and/or disabilities. For example, staff provide sensory breaks when required.

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Children's welfare and wellbeing Expected standard

Children adopt healthy lifestyles. They benefit from having regular opportunities to access physical activity, both inside and outside. Children enjoy physical exercise. Staff actively support children to make healthy choices with their food. Children learn the importance of brushing their teeth. Staff provide a range of opportunities to promote good oral hygiene. For example, staff provide activities that introduce children to the role of a dentist and teach them how to use toothbrushes.

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Curriculum and teaching Expected standard

Leaders set clear aims for the curriculum. They support sequenced learning and have considered what they expect children to know and be able to do. The curriculum is typically taught well. Staff observe and assess children's progress regularly. Children typically engage in regular group activities. Staff focus on babies' and children's personal, social and emotional development. Babies and children feel safe, secure and are happy.

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Curriculum and teaching Expected standard

Generally, staff interact and teach the children effectively. However, leaders recognise that the quality of interaction is not yet consistently strong across all adult-led sessions. Leadership should continuously improve staff practice to ensure that high-quality interactions are consistent for all children. For example, some adult-led sessions lack clear purpose or organisation to maximise learning opportunities, which means children do not always benefit from precise teaching.

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Curriculum and teaching Expected standard

Staff support children's communication and language through regular conversations, questioning and modelling vocabulary to extend children's understanding. Children are confident communicators. Children's physical development is prioritised from the earliest age. Staff promote the development of fine and gross motor skills. For example, babies crawl, walk and spin when listening to music. They use the coloured ribbons and enjoy playing peekaboo with staff. The outdoor environment is inviting, where children climb and balance. Staff encourage children to take turns and help their friends, and they develop their social skills. They create mathematical opportunities in play and routines. For example, when children transition from the indoor to the outdoor environment, staff and children count how many children are present.

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Inclusion Expected standard

Leaders and staff work closely with parents to find out children's needs, routines and interests. Leaders identify children with special educational needs and/or disabilities (SEND) quickly. For example, leaders ensure that staff understand children's emerging or changing needs and adapt practice accordingly. This helps to develop staff knowledge, understanding and skills to make a positive difference to children with SEND.

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Inclusion Expected standard

Leaders work in partnership with specialists and external agencies, such as therapists, social care and health professionals, to share information and ensure that children gain the additional support they need. They respond to recommendations and follow these in practice to support children's targets. They make effective decisions about how best to spend additional funding. This supports children's progress and next steps.

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Inclusion Expected standard

Parents comment on how well the setting identifies and helps their children to receive the additional support they require. As a result, children and parents feel well known and supported, so they develop a strong sense of belonging. Staff take part in ongoing training to further their knowledge of how children learn. For example, well-trained adults use Makaton alongside words to help children to communicate, including children who are pre- verbal. Children learn these signs and use them to interact with staff and their peers.

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Leadership and governance Expected standard

Leaders understand the setting's context. There is a clear shared vision that staff across the setting adopt. Leaders form positive relationships with parents. Parents value the setting's communication and say that they are kept up to date about what their children are doing. They comment that their children are happy. Leaders work with external agencies effectively. They involve external agencies in meetings with parents whose children require additional support to ensure that care plans meet the needs of each child. Leaders and staff monitor all children's outcomes. Leaders and staff have a thoughtfully carried out transition plan that prepares children for the next stage of learning.

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Leadership and governance Expected standard

Leaders encourage staff to undertake relevant and appropriate professional development opportunities. Leaders support staff with the curriculum and the care routines. Leaders support staff workload, ensuring that it is manageable, and they promote staff wellbeing. Staff feel that they are supported.

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Leadership and governance Expected standard

Generally, staff interact and teach children effectively. However, leaders recognise that practice is not yet consistently strong across all adult-led sessions. For example, some sessions lack clear purpose or organisation to maximise learning opportunities. Leaders are working to strengthen staff development to secure consistently high-quality interactions for all children.

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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

The nursery is a warm and welcoming place where children feel happy and safe and settle in quickly. Staff spend time getting to know children and build secure relationships. Leaders place a high priority on an effective key-person approach. This nurturing approach supports all children, including those with special educational needs and/or disabilities (SEND), to feel valued and develop a strong sense of belonging. Children show kindness to each other and quickly build friendships. For example, children share resources, take turns and cooperate in play.

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

Children have positive attitudes to their learning. They make progress across all areas of learning from their starting points. They build on what they already know and can do, applying new skills with growing confidence. Children with SEND receive appropriate support and thrive. For example, staff provide opportunities for children with SEND to access sensory resources and have flexible routines so they can fully participate.

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

Parents receive regular updates about their child's learning, progress and development. Parents report that their children enjoy attending the setting and feel happy.

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

Children develop their early communication and language skills. Staff provide opportunities for children to practise their mathematical skills and encourage children to explore. For example, children apply their previous learning and can count confidently. Leaders value outdoor education. Children engage purposefully in outdoor play. Staff promote children's independence skills effectively. For example, children learn to put on their own coats before going out to play. Children develop important physical skills. For example, older children

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Address:

Carcroft Primary School Owston Road, Carcroft Doncaster South Yorkshire DN6 8DR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Oaks Day Nursery & Childcare Ltd

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Address:

Register(s): EYR, CCR develop their strength, balance and coordination as they navigate their way along climbing apparatus.

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Next steps

Leadership should strengthen the quality and consistency of adult-led sessions so that all interactions maximise children's learning.

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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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About this inspection

The inspector spoke with leaders, the special educational needs and disabilities coordinator, staff, parents and children during the inspection.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. 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

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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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