Miles of Smiles Nursery

Miles of Smiles Nursery

Unique reference number (URN): 2825674 Address: 118 Burngreave Road, Sheffield, S3 9DE Type: Childcare on non-domestic premises Registered with Ofsted: 17/03/2025 Registers: EYR, CCR, VCR Registered person: Miles of Smiles 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

Overall, children achieve well from their starting points. Despite minor inconsistencies in the quality of teaching, any gaps in learning are beginning to close for all children. Children gain the skills they need for their move on to school.

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Achievement Expected standard

Children with special educational needs and/or disabilities (SEND) progress well in their communication and language. For example, they advance from no language to the use of up to 30 words. This includes their home language and English. Children with SEND show how they can copy actions, such as stacking cups upside down. They independently name colours, such as red, blue and green.

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Achievement Expected standard

Children who face barriers to their learning and those known to children's social care demonstrate their resilience. They show progress from their previous behaviours, some stemming from their experiences. Children know when the time is right for them to enter the playroom and when they are ready to remove their outdoor clothing, which acts as a comfort. Children show how they have overcome their social instability, language differences and unfamiliarity with a nursery environment.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance carefully to protect children's welfare. They speak with parents about any absence to check if there is any support they can offer them and to check on parents' and children's wellbeing. Leaders speak with parents about the importance of regular attendance to prevent any gaps in learning from persisting.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff consider children's age, stage of development, individual needs and circumstances when supporting them to understand the expectations of behaviour. Staff support children well who show emotional outbursts and intense clinginess with parents. They respond calmly to these situations and help children to know that they are safe and secure. Staff plan yoga sessions, teaching techniques to help children manage their emotions. Children practise deep breathing and learn new language, such as 'inhale' and 'exhale'. Reasonable adjustments are made for children with special educational needs and/or disabilities and those who may face barriers to their learning. For example, staff give children time to adapt to changing circumstances, such as their arrival at the nursery and interactions with others.

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Behaviour, attitudes and establishing routines Expected standard

Children play together and show an understanding of each other's needs and feelings. They share small role-play toys as they engage collaboratively in imaginary play. Older children support young children with play. For example, they help them to stack rings onto a stacking tower.

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Children's welfare and wellbeing Expected standard

Staff support children to use tools safely. For example, at snack time, children learn to use a knife as they cut up their banana. Children learn to follow positive hygiene routines, such as washing their hands before food. They bring healthy packed lunches from home and sit at the table to enjoy the social aspect of mealtimes. Staff support children's dental hygiene. They supply toothbrushes and teach oral care. Staff talk with children about food that is not healthy for their teeth, and they work with parents to share strategies to help prevent tooth decay.

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Children's welfare and wellbeing Expected standard

Staff support children to learn about their personal safety, health and wellbeing. They take all children on outings, sometimes by bus, to the city centre. Children visit nearby museums and the local library, where they take part in singing and reading sessions. Staff take children to soft-play centres, where they have opportunities to socialise with larger groups of children and adults.

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Children's welfare and wellbeing Expected standard

Staff create secure, trusting and responsive relationships with all children. All children are supported to recognise and manage their emotions. Children with special educational needs and/or disabilities and those known to social care and/or face barriers to their learning receive the emotional support they need that enables them to thrive.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is typically taught well. They and staff use termly assessments to check progress and to prevent children from falling behind. The curriculum has a focus on children gaining skills for moving on to school. This includes developing social skills, language, independence and behaviour. Staff plan activities that cover all areas of learning. However, at times, teaching is not consistently tailored to children's different starting points, needs and stages of development. Some young children and those who face barriers to their learning begin to lose interest in some adult-led play and wander off. Staff do not consistently consider alternative ways to meet children's learning needs at these times.

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Curriculum and teaching Expected standard

Staff narrate children's play and extend ideas through discussions with children. For example, as children look through a cardboard tube, staff encourage them to find objects that will fit into the tube. Older children use mathematical language, such as big and small. When the tube is full, staff encourage children to recall the items they have gathered to support their language development further.

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Curriculum and teaching Expected standard

Staff support children's learning styles well. For instance, they plan effectively for children who prefer to learn outdoors. Children fill and empty containers. They use paint and brushes to make marks on paper, developing their small-muscle skills.

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Inclusion Expected standard

Staff identify and assess children's individual learning needs well. They understand their responsibility for supporting disadvantaged children and those who face barriers to their learning. Staff receive appropriate training. They draw on specialist guidance to enhance their knowledge and to raise opportunities and experiences for children with special educational needs and/or disabilities (SEND) to heighten their achievement. Leaders and staff work well with professionals to provide multi-agency support for children who are known to children's social care. However, leaders should support staff to consistently support children with SEND with changes in their routines to help them understand what will happen next.

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Inclusion Expected standard

Leaders make effective use of funding, such as the early years pupil premium. They focus on what individual children need. For example, leaders purchase resources that help to develop children's finger strength, hand–eye coordination and dexterity. Leaders are aware that some children do not have access to outdoor play spaces at home. They and staff organise outings to local parks and green spaces to help broaden children's experiences.

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Leadership and governance Expected standard

Leaders and staff work in partnership with parents to secure the best education and care for children. They share information with parents, professionals and other agencies about children's needs and progress, including the progress check at age 2. Leaders and staff support parents to extend their child's learning at home. They share information about what children have already achieved and what they need to learn next. Parents report that they feel valued as partners in their child's learning journey.

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Leadership and governance Expected standard

Leaders take account of staff's wellbeing and ensure that they feel valued and are supported to do their job. They offer constructive feedback to staff during observations of their practice and interactions with children. Leaders make decisions in the best interests of children, particularly those with special educational needs and/or disabilities, those known to social care and those facing barriers to their learning. However, there is room to guide staff's professional development to enhance their expertise and raise the quality of education to a consistently higher standard.

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Leadership and governance Expected standard

Leaders understand their key strengths, such as their partnership working with parents and the needs of children and families in the community in which they serve. They have an action plan to support their ambitious vision and the future quality they are aiming for. Leaders carefully identify the right priorities for all children. For example, they learn key words in different languages, such as Spanish. This makes a significant difference to enhancing children's communication skills.

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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 happy, safe and well cared for in this nurturing environment. Staff greet children and their families personally on arrival, offering reassurance. Children have a place for their belongings and staff encourage them to hang up their coat independently. Children wave and sing a 'hello song' to each other on arrival, which helps children to feel secure and fosters a sense of belonging. Staff promote attendance, so that children form good habits for future learning. Children's uniqueness is valued and supported to enable them to flourish in this home-from- home nursery environment. Most children speak English as an additional language. Therefore, staff offer more time for children to settle into their care. Staff build trust with all children in a range of ways. For example, they learn key words in a child's home language and invite parents to share cultural practices. Children celebrate their own cultural and

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

religious events, as well as learning about experiences that are different to their own.

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

Staff offer a range of personal experiences that help children to increase their knowledge and sense of the world around them. For example, they visit local parks where they have opportunities to enhance their physical skills further. Visits to places of interest, such as libraries and museums, provide opportunities for children to meet members of their society and to interact with larger groups of adults and children, which supports them for the wider social network of school.

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

Staff demonstrate a clear understanding of where children are in their learning and development and what they need to learn next. For example, they know the goals for children with special educational needs and/or disabilities and how they will work with professionals to help children achieve. Staff implement clear plans to help children who face barriers to their learning and those known to children's social care to move forward in their learning and development. All children make the progress they are capable of from their individual starting points.

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Next steps

Leaders should support staff to continually seek to improve their expertise, to raise the quality of education to a consistently higher standard. Leaders should support staff when interacting with children with special educational needs and/or disabilities to understand changes in routines and to give children a consistent voice. Leaders should support staff to consider children's age and stage of development and how children's next steps in learning can be enhanced consistently through adult-led interactions.

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About this inspection

The inspector spoke with staff and the provider, who is also the nursery manager and special educational needs 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:

Type: Childcare on non-domestic premises

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Address:

Registered person: Miles of Smiles Nursery LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday : 09:00 - 15:00

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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. 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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