Maggie's Day Nursery Bexhill

Maggie's Day Nursery Bexhill

Unique reference number (URN): 2779183 Address: 92 London Road, Bexhill-on-sea, TN39 3LE Type: Childcare on non-domestic premises Registered with Ofsted: 05/02/2024 Registers: EYR Registered person: Maggie's 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 Needs attention

Due to the weaknesses in curriculum and teaching, children do not have the opportunity to make the progress they may be capable of in all areas of learning. Children have some opportunities to develop their communication and language skills, for example through stories being read to them and group singing times. However, not all activities sustain children's attention, and they become distracted and wander off. These times are not purposeful enough to ensure that children really benefit from the teaching aims. Children with special educational needs and/or disabilities do not fully benefit from consistent implementation of the support they need to access the full curriculum. As a result, all children do not gain key skills to support their future learning, including for when they move to school.

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Behaviour, attitudes and establishing routines Needs attention

Staff do not focus sharply enough on what they need to do next to ensure that the routine flows smoothly for children. For example, too many staff focus on cleaning up after snack, which does not leave enough staff to support children for the next change of activity. At these times, children become bored and their behaviour deteriorates. Staff are not consistently aware of this, and therefore, they do not offer the support that children need or comfort children who have become hurt by others. Staff do not always recognise what they could do to help plan activities that positively impact on children's behaviour. For example, children continually argue over a pan in the mud kitchen and throw sand in the garden. When staff observe this, they attempt to address the concerns but do not take steps to help to lessen future arguments or support better engagement in play. This leaves children, including those with special educational needs and/or disabilities and who may face barriers

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Behaviour, attitudes and establishing routines Needs attention

to achievement, with unclear behaviour expectations or an understanding of how to play better with each other. Children and staff have suitable relationships.

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Behaviour, attitudes and establishing routines Needs attention

Leaders promote children's attendance at the setting. They follow up with parents and carers if children do not attend to support children and families' wellbeing.

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Children's welfare and wellbeing Needs attention

The key-person approach is not fully effective. Staff are not always based in the same age group as their key children. This means that they are not able to ensure that the agreed support for children's individual learning, including those with special educational needs and/or disabilities and those facing barriers to achievement, is implemented effectively. Despite this, children are settled at the setting and enjoy nurturing relationships with staff. For example, young children enjoy cuddles with staff when they feel tired.

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Children's welfare and wellbeing Needs attention

Due to weaknesses in how staff support children's behaviour, there are gaps in learning opportunities for children to learn to understand and manage their emotions. Children have an awareness of their own health and know to wash their hands before eating. Staff support children to have daily opportunities to play outside to support their physical development. For example, children show that they like to jump off items in the garden.

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Children's welfare and wellbeing Needs attention

Staff are responsive to children and babies' individual routines. For example, they work with parents and carers to establish children's food preferences at home and introduce these in the setting. Babies' personal sleep routines are followed, and staff adapt well to the changing needs of the babies in the setting.

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Curriculum and teaching Needs attention

Despite the curriculum being planned to cover all areas of learning, the implementation of the curriculum is too variable across the setting to ensure that children fully benefit. The new staff team does not have a clear understanding of the curriculum, including for mathematical development. For example, a key theme of the curriculum is for children to be independent to support their personal, social and emotional development. Some aspects of this can be seen, such as when children get their own drinks during lunchtime and when they choose their own cutlery. However, often, staff complete tasks for children that they are able to do for themselves.

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Curriculum and teaching Needs attention

Some children have access to activities that extend their learning. For example, older children carefully use scissors to cut around paper flower petal shapes. They take their time to neatly place the petals on the flower. However, these activities are not consistent enough across all age groups and available for all children to access throughout the day, including those with special educational needs and/or disabilities and who may face other barriers towards learning. The variation in learning opportunities means that children do not typically have key areas of development built on enough, such as in their communication and language development.

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Curriculum and teaching Needs attention

Staff give children some learning opportunities through the day to occupy them. However, they do not support children's development consistently through meaningful learning opportunities. Staff do not always purposefully teach children to develop their skills further. For example, staff reflect children's language as they play but do not typically add additional language or new ideas to support children's development further.

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Inclusion Needs attention

Although leaders have secure processes in place for identification of support for children with special educational needs and/or disabilities (SEND) and for children facing barriers to achievement, the implementation of the support is inconsistent. Staff do not typically give the support that children need to be able to access the full curriculum. This means that children do not always get the help they need to fully take part in activities. Therefore, their opportunities to make progress are limited. Consequently, any assessments do not accurately reflect the impact of any additional support.

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Inclusion Needs attention

Leaders and staff receive training to support their understanding of how to support children with SEND. They work well with other professionals to gain information and input. However, information-sharing with parents and carers does not typically include more specific information about children's development and progress. Some strategies, that are meant to be in place in the setting, are not consistently shared with parents to support a shared approach.

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Inclusion Needs attention

There are no clear processes to understand children's overall language development for children who speak English as an additional language. As a result, staff are not able to accurately assess children's overall development to understand how to provide further support. Leaders use additional funding for children appropriately to gain additional resources. The impact of this is yet to be seen due to the timescales of when it was received.

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Leadership and governance Needs attention

Leaders are aware of what it is that they would like to achieve in the setting. However, the impact of these aims is not yet evident. For example, although staff receive direction from leaders day to day, there are not secure systems in place to closely monitor staff practice to identify gaps in teaching to drive improvement. This leads to gaps in teaching that mean that not all children, including those with special educational needs and/or disabilities or who face barriers to achievement, receive the support they need to succeed. Leaders have plans in place to develop this aspect of their practice.

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Leadership and governance Needs attention

Leaders make decisions with the best interests of children in mind. However, a recent change of staff team, including some of the leadership team, has posed some challenges for building further development within the team. Parents and carers share that their children enjoy attending and like the staff at the setting.

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Leadership and governance Needs attention

Staff report effective levels of support from leaders. This takes the form of supervision meetings and training opportunities. For example, staff recently completed safeguarding training to secure their knowledge of reporting procedures. In addition, recent changes to risk assessment procedures have positively contributed to children's safety within the setting.

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

The weaknesses in the teaching of the curriculum mean children do not consistently benefit from high-quality teaching and learning opportunities in all areas of learning. When opportunities for greater engagement in learning arise, children enjoy taking part in activities. For example, they mix paint to create their own pictures. Babies enjoy learning to climb on soft play. However, these opportunities are not consistently available to all children, including those with special educational needs and/or disabilities and those facing barriers to achievement. This is due to the lack of individual support through agreed strategies to enable all children to have the same opportunity to access the curriculum. This includes children who speak English as an additional language. There are limited processes to understand their development in their first language in order to support their overall communication and language development effectively. This impacts on all children's ability

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

Children have suitable relationships with staff. For example, children are keen to show staff what they are doing and bring them toys. Generally, children enjoy the company of other children. However, at times, when routines do not run smoothly and children do not receive the support that they need, their behaviour becomes disruptive. As a result, relationships between children become fractious and they begin to argue.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

implement an effective key-person approach to ensure that children receive tailored support to meet their individual needs 05/03/2026

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Action Completion Date

ensure that the curriculum is implemented consistently so staff are able to support children to access purposeful play and learning opportunities in all areas of learning 05/03/2026

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Action Completion Date

provide further support to staff to consistently implement agreed strategies for individual children with special educational needs and/or disabilities to support them to make progress 05/03/2026

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Action Completion Date

implement closer monitor of staff teaching to identify gaps in teaching and children's learning opportunities to help them make progress in their development 05/03/2026

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Action Completion Date

develop partnership working with parents and carers to ensure that there is a two-way flow of information regarding children's learning and development to help create continuity of care and learning 05/03/2026

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Action Completion Date

implement a process for identifying children's language development for those who speak English as an additional language, to ensure that children's overall 05/03/2026

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Maggie's Day Nursery Ltd

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Address:

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

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Action Completion Date

development can be understood and planned for appropriately

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Action Completion Date

implement a suitable approach to help children learn about the behaviour that is expected of them. 05/03/2026

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About this inspection

The inspector spoke with leaders, staff 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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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

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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