Creative Minds Nursery

Creative Minds Nursery

Unique reference number (URN): EY455789 Address: 25 Stanhope Road, DEAL, Kent, CT14 6AD Type: Childcare on non-domestic premises Registered with Ofsted: 12/04/2013 Registers: EYR, CCR, VCR Registered person: Creative Minds Nurseries Network 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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Behaviour, attitudes and establishing routines Strong standard

Children benefit from staff who are excellent role models. They praise and celebrate children's achievements, encouraging consistently very positive behaviour and attitudes. As such, relationships between children and staff are respectful, warm and nurturing. Babies share toys and show interest in what their friends are doing. Older children collaborate very well to wash their dolls together, talking about how to look after them, showing consistent kindness and care. These activities support children's understanding of expectations very well.

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Behaviour, attitudes and establishing routines Strong standard

Leaders prioritise children's attendance. They work very closely with families to encourage and support regular attendance. Leaders recognise where family circumstances can make this challenging and do all they can to support. Children and families who face disadvantage are offered a range of flexible sessions and drop-offs to accommodate individual needs. There are robust processes in place to monitor children's attendance and ensure that all families, including those with children with special educational needs and/or disabilities (SEND) and those known to children's social care, are very well supported to develop positive routines. This has a significant impact on the progress all children make.

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Behaviour, attitudes and establishing routines Strong standard

Staff encourage children to be very respectful of their friends and others. Children talk excitedly about the setting's mascot, who they take on adventures, learning about their friends' families and demonstrating respect for those in same-sex relationships and civil partnerships. This supports their understanding and respect for others very well. Children develop perseverance and resilience. Staff adapt furniture to support babies who were born with significant physical challenges, and, as such, they learn to crawl and walk confidently. Older children with SEND are encouraged to learn to manage bicycles and tricycles, navigating space and learning key skills of control and coordination successfully.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's wellbeing. They cuddle and care for babies, who develop very special bonds with staff. Older children learn to identify their own feelings and emotions, supporting their understanding of positive mental health very well. Staff consistently encourage all children to develop healthy habits. Staff successfully embed teaching children explicitly about food, rest, exercise and screen time to promote healthy lifestyles. Children receive a wide range of nutritious food and snacks, promoting healthy eating. Children eagerly identify healthy foods and spend time creating healthy plates, talking about what is good for them. These embedded and well-structured routines support children's understanding of how to keep themselves healthy and safe consistently.

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Children's welfare and wellbeing Strong standard

Staff promote the benefits of being outdoors, and older children excitedly look forward to their forest school adventures, where they learn to manage risks for themselves and appreciate the natural world. Staff encourage all children to be physically healthy. Babies enjoy exploring physical equipment outside. Other children chase bubbles and learn to run and catch. Older children sustain high levels of interest, talking with staff about growing fruits and vegetables later in the year, learning where food comes from. Staff provide individualised and targeted support for children with special educational needs and/or disabilities successfully. All staff know all children and families very well and are incredibly responsive to their individual circumstances. All children demonstrate that they are very happy and secure.

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Inclusion Strong standard

Leaders have high expectations for all children, especially those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning. Staff are well trained on the graduated approach and identify children's needs swiftly and accurately. They work very well together to assess and monitor children's progress. Leaders ensure that children and families receive the help and support they need to continue this at home. As such, children with SEND and those known to children's social care make excellent progress from their starting points.

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Inclusion Strong standard

Leaders ensure that they have very effective links with the local community and professional partners to ensure that children receive consistent highly effective support. For example, they are proactive in supporting families who speak English as an additional language, providing advice to help their children settle. Staff develop information packs to send home to support families with bereavements. This helps children to feel comfortable and included. Staff adapt environments and use funding effectively to develop sensory spaces to ensure that children with SEND have places to relax and retreat to when needed. Leaders train staff to deliver small-group communication and literacy sessions. This supports children with speech and language needs successfully and ensures that all children are ready for their next stage.

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Leadership and governance Strong standard

Leaders are committed. They have made significant strides since their last inspection and accurately identify where they can continue to further support staff in their expertise. Leaders work very closely with the local authority to ensure that what they offer is high quality and consistent. They use their detailed knowledge of the local area and families to ensure that they offer specialised care. This ensures that children with special educational needs and/or disabilities, those who face other barriers to their learning and children known to children's social care do very well from their starting points.

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Leadership and governance Strong standard

Staff make a consistently positive contribution to improving the quality of practice and provision. For example, leaders identified immediately that, at times, some staff require support with their confidence to support children even further with their independence skills. They seek out immediate additional training and professional development opportunities to support this, showing they are very adaptive and responsive to staff's and the setting's changing needs. This demonstrates that there is a consistent focus on developing a culture of continuous improvement. Leaders have developed very effective links with the local community and nearby settings and schools to foster a culture of support and sharing of expertise. Staff develop very effective links to ensure that all children have very smooth transitions. Leaders are acutely aware of staff's workloads and prioritise their wellbeing. Staff report that they love their jobs and feel incredibly supported. Partnerships with parents

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Leadership and governance Strong standard

are excellent, and parents appreciate the support, advice and guidance they receive. They

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Expected standard

talk of the significant progress their children have made and that their children flourish and thrive.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those known to children's social care do significantly well. Children develop key skills in their confidence, behaviour and managing emotions. Children who found it more challenging to settle at first now eagerly attend and help staff to get things ready for activities. They demonstrate positive attitudes and an understanding of expectations well. However, at times, children are not always provided with opportunities to extend their independence skills further to support their ongoing development. However, children develop their communication and language well. They engage in conversations with others, developing important listening and attention skills and extending their vocabulary. As such, all children develop the necessary skills ready for school.

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Curriculum and teaching Expected standard

Children benefit from staff who plan a curriculum where their development is prioritised. Staff use assessment and tracking to identify where children are in their learning and plan activities and experiences to support their next learning steps. This means children are provided with a wide range of opportunities to develop important skills for their future. Staff cuddle and comfort babies regularly, supporting their wellbeing very effectively. Older children develop positive relationships with each other, learning about feelings and friendships when reading stories. Staff encourage children's mathematical skills and tailor their teaching to children's needs and interests. For example, staff skilfully encourage older children to use words such as 'transparent' when talking about colours. Other children remain engrossed lining up toy animals in size order, learning about the 'biggest' and 'smallest'. This supports children's understanding effectively.

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Curriculum and teaching Expected standard

Leaders prioritise children's language and communication. Older children identify different letters of the alphabet within the setting and look forward to a local storyteller reading with them. Staff take children to the library nearby. They encourage families to 'book swap' to develop children's love of reading further. However, at times, some staff do not always recognise when they could support children further with their growing independence skills. For example, sometimes staff do things for children that they could attempt themselves, such as pouring their own drinks and opening their lunches. Leaders recognise this and have plans to support staff further. However, this is yet to be completely impactful. Nonetheless, children enjoy learning to develop their physical skills outside, blowing bubbles and using large spades to dig. These skills help children's coordination and movement successfully.

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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 and safe at this nurturing setting. Babies and children develop special bonds with staff and are excited and enthused to attend. Staff provide children with a wide range of motivating activities. For example, babies eagerly join in with favourite stories, learning the word for 'book'. Staff skilfully engage them by using props and bringing story characters to life. Older children enjoy listening to rhymes, maintaining interest and attention. These activities support children's understanding and learning successfully.

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About this setting

Unique reference number (URN): EY455789 Children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning are very well supported. Staff ensure that children are provided with a range of experiences to help them develop the necessary skills for their next learning stage. Staff use funding effectively to purchase specific equipment to help children join in with activities. As such, children with SEND make significant progress from their starting points. Staff promote children's personal and social skills effectively. Older children learn to keep themselves safe at forest school, learning how to use tools safely. Children with SEND receive support to learn to ride tricycles. Staff encourage babies to play with toys together, learning to share and take turns.

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About this setting

Staff praise children frequently, developing their self-esteem and confidence. Staff clap and cheer when babies say their first words. Older children develop their imaginations when working together to solve problems. They sustain concentration and focus when finding different ways to make balls roll down tubes. All children demonstrate positive attitudes to their learning and behave well. Staff encourage children's mathematical knowledge and understanding effectively. For example, older children use words such as 'semi-circle' and 'octagon' to describe different shapes when making models. Other children learn about different colours when creating picnic baskets, following their interest in role play. These activities support children's thinking skills successfully.

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Next steps

Leaders should support staff's confidence to identify when they can further extend opportunities for children to develop their growing independence skills.

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About this inspection

The inspector spoke with the nominated individual, leaders, managers and staff 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: Creative Minds Nurseries Network Ltd

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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