Little Einsteins Day Nursery Ltd

Little Einsteins Day Nursery Ltd

Unique reference number (URN): EY335379 Address: Park Infant School, Beverley Road, Doncaster, South Yorkshire, DN2 4JW Type: Childcare on non-domestic premises Registered with Ofsted: 05/05/2006 Registers: EYR, CCR, VCR Registered person: Little Einsteins Day Nursery 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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Achievement Expected standard

Children make effective progress in key areas of learning. They become independent in self- care, such as using the toilet independently, managing buttons and zips, and eating with a knife and fork. Children build their confidence and self-esteem through positive interactions with staff and peers. They follow instructions and begin to understand simple rules. Children enjoy sharing stories. They begin to recognise their own name and can hold a pencil when drawing.

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Achievement Expected standard

Overall, staff promote communication and language well. They model new words, such as 'caterpillar', 'nibble' and 'cocoon', to build children's vocabulary. Children with special educational needs and/or disabilities benefit from planned interventions and consistent routines. This means that children generally make secure progress from their starting points. However, some children, such as those who speak English as an additional language, do not always benefit from consistently high-quality teaching, which can prevent them from achieving their full potential.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote a positive environment where expectations for behaviour are generally understood. Staff are strong role models. They promote warm, respectful relationships with children, encouraging them to play cooperatively. For instance, babies enjoy taking turns putting shapes into a shape sorter. Older children work together and share their thoughts as they make a caterpillar collage. Children generally demonstrate positive attitudes to learning. Staff help them build resilience and begin to understand and manage their emotions. They work in partnership with parents to implement consistent behaviour management strategies for children who struggle to regulate themselves.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work with parents and carers to ensure that children attend regularly. Familiar daily routines, such as a 'welcome song', promote children's sense of safety and belonging. Each room has the same core songs and rhymes. This maintains familiarity and continuity for children. Care routines are tailored to each child's individual needs, helping them feel secure. Babies are cuddled by key staff while they drink their milk and sleep comfortably in cots. Children enjoy the social experience of sitting together at mealtimes. Adaptations, such as specialist chairs, ensure that children with special educational needs and/or disabilities can participate fully.

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Children's welfare and wellbeing Expected standard

Leaders create a calm, orderly environment where children benefit from stable routines, regular physical activity and healthy, nutritious meals. Rooms are spacious, so children have ample room to move around and play. Babies benefit from secure attachments with key staff, who provide warm, responsive interactions. Children enjoy playing outside every day in the fresh air. They run, jump, climb and balance, which helps them build coordination and strength. Children learn about healthy lifestyles through daily routines. During play and discussions, staff encourage them to think about a balanced diet. For example, children learn that strawberries and oranges are good for them, whereas chocolate cake and ice cream should be eaten as treats.

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Children's welfare and wellbeing Expected standard

Leaders work closely with parents, carers and other professionals to identify and respond to children's individual needs. They work with them to establish consistent routines for sleeping, eating and activities. For example, staff have changed routines for some children because they recognise that busy times of the day trigger unwanted behaviours. They use a sensory room as a calming space to help children self-regulate and engage in activities focused on feelings and emotions. As a result, children cope better with changes throughout the day.

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Curriculum and teaching Expected standard

Leaders have designed a carefully ordered curriculum that, overall, supports children's communication, emotional development and readiness for school well. Staff provide additional support for children with special educational needs and/or disabilities and those who have adverse childhood experiences. For example, they use specialist equipment to support children. This means children can focus their attention more effectively, sit for longer periods and interact more effectively with staff and peers.

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Curriculum and teaching Expected standard

Children develop their social skills when they make play dough together. They take turns and are able to wait patiently. Children develop physical skills when they use their arms and shoulders to pour and mix ingredients. They develop core strength as they stand and use tools to roll and cut. Children make connections in their learning, linking the activity to their current story. However, staff do not consistently extend children's learning. For example, they do not encourage children to think about measurements and quantities to build on their mathematical understanding.

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Curriculum and teaching Expected standard

Staff use Makaton to support children's communication skills. However, the quality of teaching varies across the nursery. For example, staff do not consistently use home languages to help children communicate more effectively and follow routines. This means children are not fully supported to make the best possible progress.

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Inclusion Expected standard

Leaders identify children's individual needs effectively and take positive action to ensure that they receive the right support. In general, they work closely with parents and carers and other professionals to ensure that children with special educational needs and/or disabilities (SEND) and those known to social care make consistent progress. For example, leaders work with occupational health to implement targeted interventions for children with SEND.

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Inclusion Expected standard

Leaders use funding effectively and continually review its impact. For instance, they have purchased a therapy vest to give children a sense of security and help them regulate their behaviour. Leaders also hire specialist chairs to ensure that children with SEND can fully participate in mealtimes alongside their peers. However, leaders do not involve parents or carers in decisions about funding consistently, thereby ensuring the best possible outcomes for children. Overall, staff have the skills they need to identify barriers to children's learning. They complete additional training to support children with SEND and those who have adverse childhood experiences. Staff monitor children's progress and make adaptations to meet children's needs. However, they do not use strategies to support children who speak English as an additional language, such as visual aids, consistently across the nursery. This means

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Inclusion Expected standard

some children are not fully supported to make the best possible progress in developing their communication and language skills.

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Leadership and governance Expected standard

Leaders are reflective and knowledgeable. They review their practice regularly and use their findings to make changes that improve outcomes for children. For instance, the nursery now has a 'school room' where children play and learn in small groups. Staff focus on the key skills children need to start school, such as independence in self-care and being able to interact successfully with peers and adults.

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Leadership and governance Expected standard

Leaders have recently reviewed care procedures and accident and injury policy to ensure that these are implemented consistently across the nursery. They have improved communication between home and nursery to ensure that information about children's safety and wellbeing is consistently shared with parents and carers. Staff have received further training to better understand challenging behaviour, so they can better support children in regulating their behaviour.

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Leadership and governance Expected standard

Overall, leaders work in partnership with parents and carers, particularly for children with special educational needs and/or disabilities and those known to social care. However, parents are not informed consistently about how additional funding is used to enhance children's learning to ensure the best outcomes for children. Staff say their wellbeing is well supported. They access a professional development programme to build on their knowledge and skills. However, more targeted professional development is needed to raise teaching standards to a consistently high level across the nursery.

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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

All children, including those with special educational needs and/or disabilities, make steady progress in all areas of learning and development. They are settled and happy in the nursery. Leaders work in partnership with parents to promote regular attendance and ensure that children enjoy smooth transitions into nursery and on to school. Parents say the nursery is welcoming and the staff are kind. Children benefit from positive interactions with adults. For example, babies cuddle up with their key person on a comfortable sofa to have their milk. This promotes their emotional wellbeing and sense of safety. In the main, children behave well. Unwanted behaviour is appropriately handled by staff, who gently remind children of the expectations for their behaviour.

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

Children begin to understand the importance of good health and hygiene. They develop self- care skills ready for the move to school. For example, children use the toilet independently and use a knife and fork to eat their lunch. They take responsibility for everyday tasks, such as tidying away toys. Children learn to share, take turns and be kind. As a result, they are developing secure relationships with their peers.

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

Each room has the same core songs, rhymes and books, such as 'The Very Hungry Caterpillar'. This promotes familiarity, confidence and continuity for children. Generally, staff use Makaton well to support children who struggle with communication. Children develop mathematical knowledge. They sing counting rhymes and look at numbers in context, such as 'one apple' or 'two pears'. They learn to solve problems and persevere as they work out how shapes fit into a shape sorter. Children develop an understanding of early technology when they use interactive toys that make sounds.

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Address:

Park Infant School Beverley Road Doncaster South Yorkshire DN2 4JW

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Address:

Type: Childcare on non-domestic premises

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Next steps

Leaders should implement further strategies to support children who speak English as an additional language consistently and help them make the best possible progress in developing communication and language skills. Leaders should provide more targeted training to meet staff's individual professional development needs so that they continually build on their skills and raise the standard of teaching to a high level throughout the nursery. Leaders should strengthen parental engagement and involve them consistently in decisions about how additional funding is used to achieve the best outcomes for their children.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this inspection

The inspector spoke with leaders, practitioners, the designated lead for safeguarding, special educational needs coordinator, parents, carers and children 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 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. Registration date: 05/05/2006

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About this inspection

Registered person: Little Einsteins Day Nursery Ltd

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About 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

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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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