New Beginnings Day Nursery

New Beginnings Day Nursery

Unique reference number (URN): EY452945 Address: The White House, 50 Main Road, Romford, Essex, RM1 3DB Type: Childcare on non-domestic premises Registered with Ofsted: 01/10/2012 Registers: EYR Registered person: New Beginnings Nurseries 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 feel excited to learn. They are curious about the world around them. Children try hard, even in the face of difficulties. For example, children excitedly explore binoculars and ask increasingly complex questions about nature. Children learn that taking risks in their play helps them to develop and learn. Staff praise children when they keep going. Children are resilient learners.

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Achievement Strong standard

Children benefit from highly impactful teaching across all areas of the curriculum. Children with special educational needs and/or disabilities consistently receive the expert support they need to reach and exceed their milestones.

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Achievement Strong standard

All children make consistent progress in their communication and language skills. Children who face barriers to their learning and wellbeing are empowered to express their needs. All children gain the fluency skills they need for their future lives.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff embed a harmonious culture across the setting where children learn that rules and respect keep themselves and others safe. They teach children to show empathy and reach out to others who need help. Children are sensitive to the learning needs of their peers. For example, when children explore resources, they ask each other if they want help and carefully guide their friends. All children are kind, well mannered and respectful of each other.

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Behaviour, attitudes and establishing routines Strong standard

Babies develop a strong sense of respect for each other as soon as they join the nursery. Staff teach children to use manners during key routines. Children understand and remember these messages. They use them both in the nursery and beyond, sharing their knowledge with parents and others. Staff consistently teach children to have positive attitudes to themselves and each other, both at and beyond nursery life.

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Behaviour, attitudes and establishing routines Strong standard

Staff give children responsibilities that help them to feel confident and competent. All children are involved in the implementation of these responsibilities and enjoy undertaking them. Children feel excited to tell others what they do to help staff and their peers at nursery.

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Behaviour, attitudes and establishing routines Strong standard

Leaders consistently track children's attendance and ensure that policies promote children's learning and prevent them from missing out on key experiences. Staff work with all children, including those with gaps in their learning, to help them to hone high levels of independence.

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Children's welfare and wellbeing Strong standard

Staff provide intensive support to children who are disadvantaged and have gaps in their wellbeing to develop a positive self-image, regulate their feelings and play effectively alongside each other. Children develop warm relationships with staff and their peers. Staff are highly responsive to children's emotional and physical needs. This includes considering children's changing circumstances beyond the nursery. Children feel safe and secure and know that their needs will be met.

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Children's welfare and wellbeing Strong standard

Staff support children to develop lifelong healthy habits. They plan opportunities to help children to learn about growing and cooking food. Children feel excited to share what they have cooked and eaten. They know that these foods promote their physical strength and wellbeing. Children understand nutrition, laying a strong foundation for their future health.

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Children's welfare and wellbeing Strong standard

Staff carefully consider children's needs when planning routines. This includes adapting their policies when children have barriers to their wellbeing. They work with partners, including health professionals, to identify and support children with allergies and intolerances.

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Children's welfare and wellbeing Strong standard

Leaders rigorously adapt their policies in order to promote the most ambitious opportunities to meet children's changing wellbeing needs.

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Curriculum and teaching Strong standard

Leaders closely monitor the quality of teaching and continuously plan opportunities to enhance the curriculum. There is a culture of learning for all staff at the nursery. Staff have consistently impactful teaching and high expectations of all children. Leaders' vision for a curriculum that engages children's thinking about relevant topics, considers their interests and helps them to gain high levels of independence is embedded across the setting. Staff routinely adapt the curriculum to spark individual children's curiosity.

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Curriculum and teaching Strong standard

Staff ensure every moment promotes learning. This includes during routines such as mealtimes. Expert interactions by all staff across the nursery ensure children develop ambitious fluency skills. For example, staff ask children questions that help them to think critically. They role model to children how to talk their ideas through. As a result, children negotiate with their peers in conversations and ask meaningful questions.

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Curriculum and teaching Strong standard

Staff closely consider children's emotional development. They identify children who need additional strategies to develop confidence. They work together to consistently implement strategies to help children to feel safe. Staff have warm and positive relationships with all children. Children feel safe and ready to achieve.

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Inclusion Strong standard

Staff share a highly flexible approach to support children with barriers to their learning that is embedded across the nursery. For example, staff adapt their teaching of key language skills to children who need more concise and clear instructions. Staff are consistently sensitive to the wellbeing barriers that some children face. They share effective practice to identify gaps in development. Staff consistently plan opportunities to support children to break down barriers to learning.

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Inclusion Strong standard

Leaders oversee robust practices for planning and reviewing what children know and can do. They seek out and draw on a wide range of expert partners for advice. This includes partners in health and education. For example, staff use specialist approaches to support children to brush their teeth or use the toilet. Leaders provide staff with the training that they need to implement these approaches. They regularly review this support and look at the impact on children's learning. As a result, all children are very well prepared for their future lives and education.

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Inclusion Strong standard

Staff work closely with schools, ensuring that children with barriers to learning can access their full entitlement. They work with other settings to shape children's opportunities and experiences. This includes children who are disadvantaged and may face barriers to their wellbeing. All children leave the nursery with secure skills, helping them to be ready for their future lives.

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Inclusion Strong standard

Leaders have begun to share their practice both locally and nationally to impact children beyond their setting.

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Leadership and governance Strong standard

Leaders create a culture of continuous self-reflection and development at the nursery. They strive to continue to have a positive impact on children, both at and beyond the nursery, through their strategic oversight. For example, leaders work with external settings to close the gaps in learning of children in and beyond the community, including following the COVID-19 pandemic. Leaders are robust in their approach to acting in the best interests of all children, irrespective of the barriers they face.

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Leadership and governance Strong standard

Staff feel passionate about supporting children's learning. The support leaders give staff and the training opportunities they provide help staff to feel valued and passionate about supporting children's progress. For example, staff recently attended training to develop the teaching of communication and language in the setting. Staff are able to successfully adapt their teaching. They have a strong understanding of how children learn.

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Leadership and governance Strong standard

Parents are overwhelmingly positive in their feedback about the nursery. Staff communicate children's needs highly effectively. This helps parents to gain a concise understanding of children's next steps. Leaders give exceptional levels of support to families to help them access external support services. Parents are able to understand precisely how to support children in their learning. This has a transformational impact on children's attainment at nursery and beyond.

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

Staff meticulously identify children's starting points and work closely with families to understand children's background experiences and individual personalities. They skilfully adapt their teaching for all children, including those with special educational needs and/or disabilities. For example, staff use consistent strategies to help children to express themselves to their peers. Children with communication barriers are included in all aspects of play. Staff implement key advice from expert professionals where necessary to promote children's learning. All children excel in their learning.

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

Staff sequence their teaching of independence across the nursery. For example, babies learn to use utensils at mealtimes. Toddlers explore cutting different fruits and vegetables and pre-school children enjoy cooking sessions that extend these skills. Children consistently develop key skills and high levels of self-esteem. Staff teach children to ask for help and step in only when children need support. Children are highly confident and motivated learners who enjoy having a go, even in the face of difficulties.

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

Staff have extremely nurturing and positive relationships with all children. They adapt their policies to give the emotional support children need to thrive. For example, where children need space to control their emotions, staff work consistently together to implement a shared approach to routines. The highly inclusive culture of the setting ensures that those with barriers to their learning and wellbeing develop a deep sense of belonging alongside their peers.

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

Children's attendance is consistently tracked to promote their learning and prevent them from missing out on key experiences. Leaders work extremely closely with parents and families to celebrate children's uniqueness and reduce barriers. All children contribute to the positive culture of learning at the nursery. Children are happy and flourish within their nursery community.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

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

The White House 50 Main Road Romford Essex RM1 3DB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: New Beginnings Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 06:00

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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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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

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

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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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