Roade Rascals

Roade Rascals

Unique reference number (URN): EY487076 Address: Roade Village Hall, Bailey Brooks Lane, Northampton, NN7 2LS Type: Childcare on non-domestic premises Registered with Ofsted: 17/04/2015 Registers: EYR, CCR, VCR Registered person: Roade Rascals 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 Expected standard

Children make steady progress from their starting points across all areas of learning. They develop the knowledge and skills needed for their age and stage of development, particularly in communication and language. Children become confident talkers, join in discussions with staff and listen to their friends.

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Achievement Expected standard

Children are typically well prepared for the next stage of their learning, including school. For example, children put on their own shoes and coats, use the toilet independently and follow instructions well. They show confidence as they take part in a wide range of activities. Children build on what they have learned, demonstrating growing resilience and readiness for future learning.

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Achievement Expected standard

Children with special educational needs and/or disabilities make positive progress due to targeted support. Children manage routines confidently, as these are adapted to suit their individual needs. Children who may be more vulnerable benefit from consistent approaches that help them to remain settled and regulated.

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Behaviour, attitudes and establishing routines Expected standard

Staff treat children with warmth and respect and devolve secure attachments with children. Staff have high expectations of children's behaviour. They give children choice and flexibility in their activities. This allows children to engage in ways that suit them and to follow their interests. Staff use regular routines to help children to develop their independence, such as handwashing before mealtimes. However, although children are learning to be independent, at times, staff are quick to help children do things, rather than encourage them to try for themselves. For example, staff tidy away resources after children, rather than encouraging them to help. This does not consistently support children's growing independence and help them to develop an understanding of how to care for their environment.

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Behaviour, attitudes and establishing routines Expected standard

Staff plan group activities that help children to learn to play together and cooperate. They encourage turn-taking and sharing. Staff support children to manage minor disagreements effectively. They use tools, such as a sand timer, to enable children to take turns confidently, negotiate fairly and wait patiently. These routines are well established and help children to develop positive strategies for resolving conflicts.

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Behaviour, attitudes and establishing routines Expected standard

Effective partnerships with parents and carers ensure that they receive messages about their children's behaviour and their expectations. Leaders promote children's positive attendance and work closely with families to address any emerging barriers.

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Children's welfare and wellbeing Expected standard

Leaders make decisions in the best interests of all children, particularly for disadvantaged children and those with special educational needs and/or disabilities. They guide staff to create an inclusive environment that supports every child's progress and wellbeing. Staff ensure that the settling-in process provides reassurance and emotional security for children and their parents and carers. This supports children to build positive bonds with not only their key persons but also all staff in the setting.

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Children's welfare and wellbeing Expected standard

Staff are attentive to children's needs. Care routines run smoothly. Staff adapt sleeping, feeding and toileting routines sensitively. This ensures that all children have their individual needs met. Staff support children to develop healthy lifestyles through everyday routines, such as snack times, where children benefit from healthy foods provided. Staff have discussions with children during their play about self-care, such as oral health. They promote the importance of being physically active, ensuring that children have daily opportunities for fresh air and exercise.

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Children's welfare and wellbeing Expected standard

Staff model empathy, and encourage children to show kindness and care towards their friends. Children learn how to recognise, express and manage their emotions. Staff take time to talk to children about how they are feeling and what has made them feel that way. In addition, staff use visual aids to help children to identify the emotions they are feeling.

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Curriculum and teaching Expected standard

Overall, leaders have a secure understanding of the curriculum and work with staff to improve the consistency and quality of teaching across the setting. They have recently started to organise older and younger children into separate groups, which means teaching is better focused on meeting their different learning needs. In the baby room, staff appropriately prioritise babies' personal, social and emotional development, focusing on establishing routines and secure attachments. However, there is less focused learning opportunities for babies that promote their progress in other areas.

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Curriculum and teaching Expected standard

Staff place an emphasis on children's communication and language development. Books, stories and rhymes are readily available for children, who enjoy engaging with stories and songs during the day. Staff skilfully extend children's vocabulary by introducing new words through their play and discussions. Staff skilfully use assessment to identify gaps in children's learning and are quick to offer additional support to those children who need it. For example, they offer small-group sessions to focus on children's speech and language development.

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Curriculum and teaching Expected standard

Staff plan activities that follow children's interests and stage of development. For example, toddlers develop coordination as they build structures. Older children demonstrate curiosity as they mix colours with paint, proudly sharing with their friends what colours they make. Staff teach mathematical concepts in enjoyable and purposeful ways. For example, at snack time, children use number cards to count pieces of fruit, and staff introduce concepts, such as 'full' and 'empty', as children pour liquids during their play.

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Inclusion Expected standard

Leaders promote an inclusive culture, where every child is valued. Staff recognise and understand children's individual needs well. Staff gather detailed information from parents and carers, when children join the setting, and use ongoing assessments to identify any emerging needs promptly. This ensures that delays or gaps in children's learning are identified at the earliest opportunity. Staff work effectively with parents and carers and other professionals to develop targeted plans that focus on the areas where children need the most help. Staff adapt their teaching and care to meet individual needs and ensure that all children can fully access the curriculum. For example, the use of picture cards, communication lanyards and visual prompts help children who find communication difficult. This enables every child to participate meaningfully in learning and make progress from their starting points.

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Inclusion Expected standard

Leaders closely monitor children's progress and regularly review the effectiveness. They have effective systems in place to support children known to children's social care and work closely with other agencies to ensure children needs are understood and met. Staff provide practical advice and support to parents, who may need additional guidance in navigating external processes. This collaborative approach ensures support is well coordinated, leading to improved outcomes for children and helping them move forward confidently in their development.

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Leadership and governance Expected standard

Newly appointed leaders are aware of the nursery's strengths and areas for improvement. They put plans in place to ensure that the nursery is always developing. For example, leaders have identified that reorganising rooms ensures that children benefit from age- appropriate learning.

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Leadership and governance Expected standard

Leaders typically monitor the curriculum to ensure that it meets the needs of all children, including those on the pathway to requiring additional support. However, they have not yet fully refined the curriculum for babies to ensure they benefit from clearly planned learning opportunities that promote their progress. Leaders acknowledge they are on a development journey and, while further improvements are needed, they have a clear and focused plan to drive progress and secure the best outcomes for all children.

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Leadership and governance Expected standard

Leaders maintain clear oversight of the setting. Their knowledge of the local community and their engagement with other agencies support children and families effectively to help their children to thrive. Staff take part in regular professional discussions with the staff team during planned meetings to share information, discuss practice and enable staff to raise any concerns. This supports staff to understand their roles and responsibilities. It also aids sharing of information and safeguarding children. Leaders value and nurture staff's wellbeing. They provide support and guidance and ensure that staff's workloads are manageable.

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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 settled and happy in this welcoming nursery. They explore confidently in a safe and nurturing environment, and separate easily from their parents and carers. Staff form positive relationships with staff and each other. Babies show secure attachments, sitting comfortably with staff while exploring instruments. Older children engage deeply in role play, demonstrating cooperation and positive social interactions.

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

Children experience a wide range of opportunities to develop communication and language through group activities and one-to-one interactions. They enjoy taking part in music and

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Inspector:

Charmaine Cayton movement sessions, as well as sharing quiet stories with their key person. Children also engage enthusiastically in activities that support their physical development, indoors and outdoors. For example, pre-school children regularly walk to the local park to use large equipment to climb, balance and manoeuvre their whole bodies. Younger children build on their hand strength, such as they dress dolls and enjoy the sensory experience of squeezing sponges to create bubbles.

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Inspector:

Children benefit from a varied curriculum that includes all areas of learning. Staff know what children already know and can do and what they need to learn next. They use their knowledge of child development to adapt activities so they meet each child's needs, ensuring that all children, including those with special educational needs and/or disabilities, continue to make progress. As a result, children are eager to join in and explore.

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Inspector:

Children develop the key skills they need for the next stage in their education. They learn to be independent and begin to manage self-care skills, such as toileting and handwashing. Staff use clear expectations to help children to understand what is happening now and next. Children behave well, show respect towards one another and make typical progress appropriate for their age and stage of development.

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Next steps

Leaders should strengthen the curriculum for babies to ensure that teaching is consistently focused and that babies benefit from clearly planned learning opportunities that promote their progress. Leaders should develop staff's knowledge of how to further support children's independence skills, so that they develop a positive attitude to caring for their environment.

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About this inspection

The inspector spoke with leaders, staff, parents and the special educational needs and/or disabilities coordinator 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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Address:

Roade Village Hall Bailey Brooks Lane Northampton NN7 2LS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Roade Rascals Limited

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Address:

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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