Raise to Shine Childcare

Raise to Shine Childcare

Unique reference number (URN): 2595651 Address: 70 Stratford Road, Shirley, Solihull, B90 3LP Type: Childcare on non-domestic premises Registered with Ofsted: 20/11/2020 Registers: EYR, CCR, VCR Registered person: Raise To Shine Childcare 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

All children, including those with special educational needs and/or disabilities, make expected progress from their starting points. Children develop communication and language skills effectively across the nursery. For example, babies begin to name and label objects and imitate sounds. Toddlers develop simple narratives during play and pre-school children share their thoughts and ideas when asked open questions. While there is room to extend children's learning further across the nursery, all children are suitably prepared to move on to the next stage of their learning. Pre-school children develop all the key skills they need for the eventual move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The nursery is generally calm and all children behave well. Staff build warm relationships with children and they support them to settle in. Staff manage children's behaviour in age- and stage-appropriate way. They promote kindness and they praise positive behaviours. All babies, toddlers and pre-school children are generally settled, happy and content. Leaders understand their duty to ensure children access all of the sessions to which they are entitled. They check children's attendance every day and then follow up any unreported absences and escalate these as required.

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Behaviour, attitudes and establishing routines Expected standard

Babies, toddlers and pre-school children play and explore independently. Staff proactively support older children to learn to manage their own self-care, if appropriate to do so, when they are ready. Children make their own choices about what they want to do. For example, when toddlers confidently ask for certain resources that they would like to play with, staff rapidly facilitate their request. Pre-school children develop their play ideas between them collaboratively with staff and their peers. Children learn to cooperate with daily routines and play well alongside their peers. However, there is scope to review the organisation of some of the daily routines to help children gain more from their time attending.

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Children's welfare and wellbeing Expected standard

Staff form secure attachments with their key children and they gain a sense of belonging attending. They manage children's care needs sensitively and promote these consistently well. For example, staff find out about children's individual routine needs and they work closely with parents to manage these. Staff understand their responsibility to manage and promote children's health. For example, staff in the baby room work closely with parents to promote effective weaning and to ensure safe sleeping practices are adhered to between the nursery and home.

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Children's welfare and wellbeing Expected standard

Staff encourage children to regulate their feelings and express themselves in their own way. Babies are offered simple choices at snack time of which fruit they would like and milk or water. Toddlers cooperate with nappy change time and potty training is fully encouraged when they are ready. Pre-school children wash their hands after messy activities, use the toilet with minimal support and self-serve their own portions at lunchtime routinely. However, toddlers are not always given clear messages about the transition between free play and nappy change, which can make the change confusing. Therefore, there is scope to review the organisation of some of the daily routines to help better maximise children's time at nursery.

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Curriculum and teaching Expected standard

Leaders know the nursery context well and they have clear ambition for the nursery curriculum. Staff establish positive relationships with children and they generally know them well. Staff typically make accurate assessments of their children's learning and identify their key next steps. They make reasonable adjustments for children with special educational needs and/or disabilities. Children make their own play choices and keenly play and explore.

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Curriculum and teaching Expected standard

Babies like exploring cause and effect toys, farm animals and wheeled vehicles. Staff focus on teaching babies key sounds and words to encourage early language. Toddlers enjoy playing with small-world toys, such as a dolls house and figures and story-telling with props and puppets. Staff prioritise teaching toddlers to play well alongside and develop games with their peers to build on their social skills. Pre-school children like creative activities, including painting with pippets, making birthday cakes with play dough and gluing and sticking to make pizzas. Staff skilfully focus on incorporating some mathematical concepts into these activities, including shapes, patterns and counting to build on their knowledge of this aspect of learning. However, there is room for staff to focus more precisely on children's next steps when providing activities and to build on the quality of teaching across the nursery to help all children excel.

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Inclusion Expected standard

The nursery is welcoming and inclusive. Leaders are knowledgeable about the role they play in supporting children with special educational needs and/or disabilities (SEND) and those who are known to or previously known to social care. They have a general oversight of these children's progress. Leaders make effective use of early years pupil premium. They spend the money awarded in an individual way to ensure it benefits those children in receipt of it.

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Inclusion Expected standard

Staff generally know all children well and they make accurate assessments of their learning. Leaders work closely with the parents of children with SEND. They provide lots of advice and support them to get on board with the targeted support that they can provide their children. Some of these children benefit from bespoke resources, such as sensory boxes and SEND plans that are continually under review. However, there is scope to strengthen staff's focus within planning and the quality of teaching more consistently across the nursery, which could further enhance what these children achieve.

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Leadership and governance Expected standard

Leaders are passionate and this is evident. Since the last inspection, leaders recognise that the nursery has experienced a period of staffing instability and they are in the process of building up a more stable team. Recruitment is sound and induction for new staff is comprehensive and robust. Leaders and staff fully understand their key safeguarding duties and follow these diligently, including managing absence. Leaders ensure that the nursery is consistently well staffed throughout. Staff-to-child ratios are maintained. Staff are well deployed and supervision levels are high. The nursery is clean and well maintained. Staff understand their responsibility to prevent the spread of illness and infection routinely as well.

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Leadership and governance Expected standard

Leaders provide support for their staff team, and they prioritise their workload and wellbeing. The atmosphere among leaders and staff is positive. All staff comment they love working here. Leaders understand their key strengths and current priorities for development and there is some work taking place on these. However, leaders could be more critical to embed consistently high-quality teaching throughout the nursery. There is scope for leaders to strengthen staff confidence in teaching and provide them more direct and targeted support to help further elevate their practice.

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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

Leaders care about the children, their families and the staff team. All staff develop positive relationships with children from the outset and interact warmly throughout the day. This helps children feel secure when attending. Children are well cared for and staff sensitively manage their routine needs. Staff promote independence as a key focus at this nursery in age- and stage-appropriate ways with babies, toddlers and pre-school children.

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

Children enjoy themselves and have fun. The curriculum is typically well taught and all children make progress in their learning from their starting points, including those with special educational needs and/or disabilities. Children develop positive attitudes towards play, exploring and learning. Staff use various strategies to work with parents and promote a collaborative approach. This helps to establish consistency in children's learning between the nursery and home.

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

Staff support children to maintain a healthy lifestyle. Recent improvements to the management of children's dietary needs are embedded in to practice. The nursery chef caters for children's varying dietary needs by making reasonable adaptions to the nutritious nursery snacks and meals. Leaders and staff check and oversee meals served to specific children and ensure supervision levels remain high to prevent any cross-contamination. These robust processes help to keep children safe.

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Next steps

Leaders should strengthen the planning and help staff focus more precisely on children's next steps when providing activities to help them excel. Leaders should strengthen staff confidence in teaching and provide them more direct and targeted support to enhance this aspect of their practice to help embed consistently strong practice. Leaders should review the organisation of some of the nursery daily routines to better maximise children's time at the nursery.

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About this inspection

The inspector spoke with leaders, staff 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

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Address:

70 Stratford Road Shirley Solihull B90 3LP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Raise To Shine Childcare 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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0 to 4

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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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

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

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