Dockside Day Nursery & Pre-School

Dockside Day Nursery & Pre-School

Unique reference number (URN): EY562840 Address: Unit N1 Dockside Outlet Centre, Maritime Way, St. Marys Island, Chatham, Medway, ME4 3ED Type: Childcare on non-domestic premises Registered with Ofsted: 23/08/2018 Registers: EYR Registered person: Sea Shells Nursery (Dockside) 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

All children, including those with special educational needs and/or disabilities and those who may face barriers to their learning, make positive progress from their starting points. Children are provided with a range of activities and experiences to support their learning. For example, children develop their vocabulary when learning about different dinosaurs. Other children chatter confidently about what they would take on a picnic when exploring pretend foods. Babies learn to use cutlery independently to feed themselves. However, at times, children are not always provided with consistent support to further develop their knowledge and understanding, for example, by being provided with useful visual aids and resources to support their learning and independence further. Nevertheless, children are provided with a range of creative opportunities to promote their imaginative skills. Children enjoy exploring paint, flour and gloop to support their artistic endeavours. Children are

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Achievement Expected standard

prepared effectively for their next learning stage, such as school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff ensure that children know the expectations of the setting well, and children demonstrate that they understand these by behaving, in the main, very well. They show respect for their friends with special educational needs and/or disabilities, and babies develop positive relationships with their key persons. Parents share very positive views about the bonds their children have made with staff. Babies settle very well and are comforted by kind and caring staff, who know them well. This ensures that they feel safe and secure.

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Behaviour, attitudes and establishing routines Expected standard

Staff praise children and celebrate their achievements. For example, staff encourage children to persevere when trying new things. This supports children's positive self-esteem and confidence. Leaders have worked hard to ensure that children attend regularly. They track attendance and support families where they identify barriers to attendance. For example, staff support parents with flexible sessions and start times to help them with work. They support families to recognise the importance of their children's regular attendance in readiness for starting school.

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Children's welfare and wellbeing Expected standard

Leaders and staff ensure that children are provided with healthy and nutritious meals and snacks. They support children to learn about the benefits of daily access to fresh air on their physical and mental health. Older children talk about the different fruits and vegetables they eat at nursery. Babies look forward to lunchtimes, excitedly. Leaders have plans to enhance the support for children to learn about oral health. They help families to access local dentists where needed. This helps children's support their wider understanding of oral health.

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Children's welfare and wellbeing Expected standard

Staff promote the importance of self-care and independence well. For example, older children put their things away when they come in from the garden. Pre-school children wait patiently at lunchtime after washing their hands. Babies learn to use spoons to feed themselves. These activities promote children's understanding to keep themselves healthy. However, at times, staff do not always adapt routines to meet individual needs most effectively. Despite this, staff support children to learn about different emotions. Older children join in with exploring books about feelings, helping them to understand how their friends are feeling. This helps children to manage and recognise emotions, supporting their wellbeing and relationships successfully. Children who have recently started at the setting display confidence and demonstrate that they are comfortable in the setting. Staff are responsive to children, showing genuine interest in them, listening to them and following

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Children's welfare and wellbeing Expected standard

their interests. This helps children to feel valued and included effectively.

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Curriculum and teaching Expected standard

Leaders and staff have created a new curriculum. They specifically prioritise developing children's language and vocabulary skills. They ensure that children benefit from hearing songs and rhymes regularly to promote children's interest in books and stories. For example, staff accompany children to the local library regularly to promote a love of reading. Staff support children's communication and language skills effectively. For example, staff learn sign language. Older children are provided with activities to support their letter sound recognition. Children spend extended periods finding different letters in a sand tray, supporting their skills for school.

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Curriculum and teaching Expected standard

Staff promote children's mathematical and physical skills successfully. For example, older children learn about different lengths and sizes when creating large-scale models outside. Younger children learn to count with staff who are patient and kind in their approach. Babies enjoy exploring gloop, developing their dexterity. Staff understand that children develop at different rates. They tailor teaching to children's different starting points, ensuring that all children make positive progress from their starting points. However, not all parents understand how best to support their children's learning at home, and leaders' plans to strengthen this are not yet consistently embedded to make a sustained difference at this point.

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Inclusion Expected standard

Leaders and staff create an inclusive environment where all children and families are welcomed by friendly and caring staff. As such, children arrive happily and settle well. Families are supported with flexible sessions to help them return to work and promote children's regular attendance. Staff work closely with parents to ensure that children have support in place to help them move on to their next stage of learning. For example, staff work hard to help parents access advice and support. They put in place individual plans to ensure that children can transition to school successfully.

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Inclusion Expected standard

Leaders and staff work well with other professionals and specialists to support children's individual needs. For example, staff undertake further training to learn to manage children's specific medical needs and to use specialist equipment to help children's physical development. Children make positive progress from their starting points. Children who did not speak when they first started are now confident communicators. Leaders are good roles in supporting staff to understand the graduated approach. However, at times of transition, for example mealtimes, some staff are not confident to adapt provision to consistently meet individual needs. This impacts on children being as supported as they could be at these times. Despite this, leaders monitor and review support and have plans to further strengthen this.

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Leadership and governance Expected standard

Leaders fully understand the setting's context, strengths and areas of focus. They have effective oversight of the setting and are committed and passionate about providing high- quality care and education. They recognise the journey they have been on and are reflective and evaluative. They have introduced positive changes, for example adapting environments and creating a new curriculum. Although some elements are not yet fully embedded, they recognise where practice could be further enhanced and consistent. They have positive plans to support children and families in the future. For example, leaders are employing specialists to further support the setting and develop forest school provision. This will provide children with further opportunities to learn and develop their skills and knowledge.

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Leadership and governance Expected standard

Partnerships with other professionals are effective. For example, children's transitions to school are smooth. Leaders actively seek out support where needed and are committed to ensuring that staff access a wide range of training and qualifications to develop their understanding further. Staff report high levels of wellbeing and feel supported. The nominated individual is a driving force for change and ensures that leaders are fully supported in their roles. Relationships with parents are supportive and inclusive. Parents appreciate the support and flexibility offered. They talk highly of staff and how happy their children are.

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

Children and their families are at the heart of this unique setting. Children demonstrate that they feel included. Babies develop very positive relationships with staff, who cuddle and comfort them. This supports children's emotional wellbeing successfully. Children benefit from a range of trips to support their understanding of the world around them. For example, staff take children out daily to explore their local community. This supports children's wider understanding effectively. Children demonstrate that they enjoy learning. Staff encourage children to recognise different birds as part of a national initiative. Older children excitedly use binoculars to spot different species outside. Younger children explore books, furthering their interest. These activities help develop children's curiosity about the natural world.

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Inspectors:

Victoria Salisbury Nina Harvey Staff plan a curriculum that prioritises children's communication, physical and mathematical skills. Older children learn to use scissors when using different craft resources, talking about what they are doing. Younger children identify different animals set up to support their interests and develop their vocabulary. Staff are skilful in extending children's movement skills. Older children work together to build structures with different-sized guttering. Other children learn to navigate bikes and scooters outside. Babies learn to crawl and climb when exploring equipment inside. Staff provide children with a range of opportunities to promote their understanding of numbers and counting. Children spend time exploring coloured blocks and bricks, expanding their knowledge of counting and shapes effectively.

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Inspectors:

Children with special educational needs and/or disabilities and those who face barriers to their learning are supported by passionate leaders who are committed to providing quality care and education. They ensure that children are provided with a range of opportunities to develop their personal and social skills. All children play together, demonstrating, in the main, positive attitudes to learning. All children make effective progress from their starting points.

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Next steps

Leaders should help staff to recognise how to support children further during key transition and routine times to support children's individual needs further. Leaders should strengthen staff's knowledge and understanding to further support children's engagement and focus, especially for those children with special educational needs and/or disabilities and those who face barriers to learning. Leaders should enhance information-sharing with parents to support their children's learning further at home.

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About this inspection

The inspectors spoke with the nominated individual, leaders, managers, the special educational needs coordinator and practitioners 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:

Unit N1 Dockside Outlet Centre, Maritime Way St. Marys Island Chatham Medway ME4 3ED

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sea Shells Nursery (Dockside) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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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