Once upon a time Nursery School

Once upon a time Nursery School

Unique reference number (URN): EY355999 Address: 170 Wroxham Road, Sprowston, Norwich, NR7 8DE Type: Childcare on non-domestic premises Registered with Ofsted: 18/09/2007 Registers: EYR, CCR, VCR Registered person: Once Upon A Time Nursery School 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 Strong standard

Children demonstrate excellent listening and attention skills. They follow instructions and become highly engaged in activities. They confidently share their ideas and solutions. For example, pre-school children experiment with different methods to move feathers the furthest by lying on the floor and blowing hard or standing up and throwing them. Toddlers enjoy exploring how far cars go when they are rolled down a slope. Children make rapid progress with their communication development. They learn and use new vocabulary to express their understanding, such as which habitats animals live in. They thoroughly enjoy listening to stories and retell the key sequences of events later in their play.

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Achievement Strong standard

Children are fully prepared for the next stage in their learning. They develop independence, confidence and social skills, such as feeding themselves and expressing themselves clearly. All children, including those with special educational needs and/or disabilities, make consistently good progress with their learning and development.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff promote positive behaviour in an age-appropriate way. They know children very well and identify and manage triggers that may affect their behaviour. Babies form strong attachments with their key person and settle quickly because staff follow their individual routines. Staff consistently reinforce the golden rules of the setting and act as positive role models. They are kind, warm and supportive. They clarify babies' and children's requests before responding, for instance asking if they would like help or reassurance. This helps children feel respected.

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Behaviour, attitudes and establishing routines Strong standard

Staff promote regular attendance to help children build relationships in the setting and feel emotionally secure. They teach children to recognise and express their emotions effectively. Staff in the pre-school room help children to resolve disputes by discussing their feelings. Routines at mealtimes support children to develop their independence, social skills and manners. They learn to be patient as they queue to wash their hands and wait for everyone to sit down before they eat. Children show consistently positive attitudes to learning and are fully engaged. They readily listen to staff, follow instructions and are curious and motivated to learn.

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Children's welfare and wellbeing Strong standard

Staff know their key children extremely well and share information with parents to ensure that individual care needs are met. They build strong relationships with families and adapt their approach as children's needs change. Staff are flexible when settling children into the setting, making changes to ensure that children's wellbeing is promoted. They support smooth transitions between rooms by sharing detailed information with other staff and parents. Staff adapt their routines to ensure that children have their individual needs met. Children enjoy nutritious home-cooked meals and develop independence as they serve and feed themselves. Staff sit with children to discuss healthy food choices, which helps encourage children to make positive choices about their own health and wellbeing.

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Children's welfare and wellbeing Strong standard

Staff know their key children well, which enables them to observe how they are feeling. They sensitively and respectfully respond to children's feelings, helping children label their emotions and express these effectively. Leaders consistently prioritise children's safety and welfare as they regularly review and update policies and ensure that all staff know how to respond in an emergency. Staff continually assess risks and teach children how to keep themselves safe, including knowing the emergency services number.

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Curriculum and teaching Strong standard

Leaders have designed a bespoke curriculum based on a secure understanding of child development that meets all learning and development requirements. Staff use detailed assessments to plan and implement learning opportunities that meet children's needs. They also ensure that children have plenty of time to practise and embed their new skills and knowledge. Communication development is prioritised. Staff sing songs and read key storybooks in an engaging way, which supports children's love of reading. In the baby room, staff support babies to explore animals and make animal sounds, while pre-school children learn Makaton signs and engage in rich conversations about topics such as Australian animals. This helps all children, including those with special educational needs and/or disabilities, to be fully included.

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Curriculum and teaching Strong standard

Children access outdoor learning regularly to develop their physical skills. Staff provide activities that strengthen children's manipulative skills. For example, children in the toddler room use a range of tools to squash, make patterns in and mould play dough. Staff skilfully embed mathematical learning, for example by counting the number of blocks in a tower and measuring how tall it is. Leaders and staff continually reflect on the effectiveness of their curriculum and implement 'change projects' to further improve practice. They are currently developing the mathematics curriculum.

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Inclusion Strong standard

Staff complete thorough assessments to identify children's needs, and they develop comprehensive play plans to support them. They work closely with parents and professionals to monitor and review the effectiveness of plans to ensure that children make the best possible progress. Staff provide highly tailored support for children, such as nurture groups, to support their social and emotional development. They teach children Makaton signs to help them communicate. Looked-after children make good progress with their learning and development.

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Inclusion Strong standard

Staff who work with children with special educational needs and/or disabilities are well trained in the graduated approach and take their responsibilities seriously. Leaders use additional funding to make adaptations to staffing, routines and activities as required so that children with special educational needs and/or disabilities can participate fully and make rapid progress with their learning.

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Inclusion Strong standard

Staff encourage children to think about the differences between them as they discuss their different family structures and backgrounds. They ensure that all children's voices are heard and quickly support those who are less confident to participate, ensuring that they feel involved and build their confidence. Staff teach children about different cultures and countries, and they enjoy learning about Australia Day, including making and eating fairy bread. This helps children understand and respect the differences between them.

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Leadership and governance Strong standard

Leaders monitor the effectiveness of their setting closely. They identify strengths and areas for development and set high expectations. They are currently enhancing the mathematics curriculum and have appointed 2 staff members to champion this aspect of learning. Leaders empower staff to reflect on their practice and lead 'change projects' to drive continuous improvement, such as creating a literacy-rich environment in the garden to further enhance children's learning. Leaders and staff are proud of the setting and the support they offer to children.

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Leadership and governance Strong standard

Staff benefit from ongoing professional development. Leaders carry out regular peer observations and supervision meetings, and staff contribute to decisions about their training. Staff in the baby room receive bespoke training to strengthen their practice and skills. Staff report feeling well supported by leaders, and there is excellent teamwork across the setting.

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Leadership and governance Strong standard

There are strong partnerships with parents, and parents praise the 'professionalism, warmth and dedication' of the staff team. They value the advice and guidance they receive to support their children's development as well as the preparation children receive to start school. Leaders and staff work effectively with schools, other settings and professionals to meet the needs of all children, including those 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

Children are kept safe and feel secure. Staff supervise children closely in the setting and when out in the community, such as during visits to local care homes. They teach children how to keep themselves safe, including knowing the number to call in an emergency. Settling-in processes are highly effective, and staff adapt these to meet individual needs, enabling children to settle quickly and form strong, trusting relationships with their key person. Staff promote regular attendance, which helps them gather detailed information about each child. They work closely with parents to ensure that children's individual care needs are consistently met, and they are fully included in all aspects of the setting.

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

Children develop strong independence skills. Staff encourage them to manage their own personal care and teach them strategies to put on their own coats. Staff are consistently respectful, seeking children's consent before offering comfort and listening to their views. This helps children grow in confidence and talk openly to staff about their experiences and feelings. Staff value children as individuals and take a holistic approach to their learning and development. They encourage children to fully explore materials and solve problems together, for example experimenting with feathers and sharing ideas about how to use them creatively.

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

Staff teach children well, using every opportunity to extend children's understanding of the world in developmentally appropriate ways. They carry out detailed assessments to identify children's needs and work effectively with parents and professionals to provide targeted support. They review and adapt support to ensure that children with special educational needs and/or disabilities can participate fully in learning activities and make progress. All children are well prepared for the next stage in their learning.

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Address:

170 Wroxham Road Sprowston Norwich NR7 8DE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Once Upon A Time Nursery School Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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 and experiences of 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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About this inspection

The inspector spoke with the manager, deputy manager, special educational needs coordinator, room leaders, practitioners, children 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 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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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. 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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