Little Marvels Day Nursery (Brookside)

Little Marvels Day Nursery (Brookside)

Unique reference number (URN): EY540682 Address: The Starburst Centre (Brookside), Perth Avenue, HAYES, Middlesex, UB4 9LW Type: Childcare on non-domestic premises Registered with Ofsted: 05/12/2016 Registers: EYR Registered person: Little Marvels Nursery Services Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children are generally prepared for their next steps in learning in all areas of development. Children are supported to develop early independence that prepares them for school, such as washing their hands at sinks and taking turns self-serving food onto their plates. Children are supported to build resilience. Children are making progress in their communication and language through participating in songs and interactions with staff during their play. All children, including those who speak English as an additional language, can confidently share their wants and needs.

p.2

Achievement Expected standard

Children enjoy their learning, showing high levels of concentration and perseverance. For example, while participating in creative activities, older children skilfully use scissors to cut lines in their design. Children confidently count to 10 when counting balls of dough. Older children enjoy mark making and show staff proudly that they have written 'A' for apple.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff use strategies so that all children, including those with special educational needs and/or disabilities and those who speak English as an additional language, understand daily routines. For example, at tidy-up time, they shake maracas, use visual cards and sing a tidy- up song. Children use sand timers for turn-taking and are supported to work together to solve problems. Staff have positive relationships with the children, and they know them well. They use calm and respectful approaches and adapt to children's needs quickly.

p.2

Behaviour, attitudes and establishing routines Expected standard

During large-group times, staff do not consistently reinforce their expectations. As a result, some children become distracted or disengaged. This means some children are not included in the purposeful learning. When staff reduce group size, younger children settle more quickly and engage more positively. This does not support children consistently to develop listening skills and sustain attention during group routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are typically well behaved. Leaders have introduced golden rules that support children to understand positive behaviours. A superstar wall is used to celebrate children's positive behaviour so they can feel proud of their achievements. Attendance is promoted through strong partnerships with parents, which ensures they know the value of their children regularly attending.

p.2

Children's welfare and wellbeing Expected standard

Children are safe and happy, and staff are responsive. For example, they support less confident children on arrival to play with quieter activities to help them settle. Staff get to know the children well so they can adapt routines accordingly to ensure the child feels secure. Staff work with parents and carers to support consistency in children's routines, including children's food preferences, to ensure their needs are being met. Leaders manage children's dietary requirements effectively to keep them safe. Leaders ensure children benefit from a healthy and nutritious diet throughout the day and ensure safe eating practices. However, not all children are given appropriate utensils to eat during mealtimes, and they do not have the opportunity to drink out of open cups. This prevents them developing further independence and strengthening their hand–eye coordination. Leaders should provide further opportunities for children to develop their independence at mealtimes.

p.2

Children's welfare and wellbeing Expected standard

Children are taught to recognise how they are feeling and offered cosy-corner time and a cuddle with a practitioner when feeling tired or sad. Personal safety is taught by practitioners. For example, when using scissors, staff remind children they are very sharp, so they need to be very careful and use them correctly. Nappy changing is done sensitively by giving privacy to children, and picture cards help even the youngest understand the routines.

p.3

Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum that allows children to develop in all areas. They have worked with the local authority to improve teaching quality. Staff consistently develop communication and language by engaging children in interactions through play and building on what the child knows to extend their learning further skilfully. A love for mathematics is promoted consistently through the continuous provision and staff support by role modelling mathematical language. For example, when playing catch, the children count as they pass the ball backwards and forwards, and staff use vocabulary such as 'bigger', 'smaller', 'one more' and 'one less' during play.

p.3

Curriculum and teaching Expected standard

Leaders understand the children's enthusiasm for learning outdoors and provide opportunities for outdoor learning for most of the day. Outdoors, they have many resources that support children's strength, coordination and balance. Fine motor skills are strengthened through mark-making opportunities, such as painting walls with large brushes and junk modelling using tape and scissors.

p.3

Curriculum and teaching Expected standard

Staff use observation and assessment to check children's progress to tailor teaching to different starting points. Staff adapt teaching for children with special educational needs and/or disabilities (SEND) by using language slowly and clearly, using key words, repetition and gestures. This means that all children with SEND make progress.

p.3

Inclusion Expected standard

All staff use observations of children to support them in identifying gaps in development, which they share with parents and leaders. Leaders swiftly identify where children need additional support and implement adaptations or interventions. Parents are kept up to date with progress and are invited to open evenings and meetings. Additional training has been appropriately planned to further support all staff to identify any barriers to children's learning quickly and precisely. Regular visits and training from the local authority special educational needs team support leaders in ensuring they are reviewing practice and enhancing their provision. Leaders understand that pupil premium funding is to support the progress of individual children's needs and enhance their learning opportunities.

p.3

Inclusion Expected standard

Staff prioritise the development of all children's communication and language. Staff support children with special educational needs and/or disabilities effectively, helping them feel included, valued and able to participate fully in learning. Staff are consistent at using strategies to support children who speak English as an additional language, such as the use of gestures, visual picture cards and a 'now and next' board. This supports children to feel secure at the setting as they become familiar with routines.

p.3

Leadership and governance Expected standard

Leaders have taken swift action after the previous inspection to ensure their setting is safe and secure. Leaders have excellent partnerships with the local authority, whom they work with collaboratively to improve experiences for children. For example, working with external professionals has supported staff to improve their knowledge and ensure effective adaptations to the curriculum.

p.4

Leadership and governance Expected standard

Leaders are committed to making decisions in the best interests of children. For example, they maintain robust oversight of safeguarding, recruitment and staff suitability. Parents share that managers have got to know them and their individual family circumstances well, so they are better equipped to meet the children's individual needs.

p.4

Leadership and governance Expected standard

They have a clear understanding of the setting's strengths and priorities for areas for development. For example, leaders are currently reviewing and amending the nursery menus to offer children healthier meals, which support children's preferences. Leaders understand the importance of continued development and plan weekly staff meetings, termly supervision sessions and full-team inset days to ensure that all staff are supported to keep up to date with best practice. Staff comment that they feel well supported and that leaders prioritise their wellbeing.

p.4

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

Children are safe and happy. They benefit from a broad curriculum and receive support to continually build on their existing skills. Staff get to know children well. They plan activities to match children's interests and praise children's achievements. Leaders work with families to ensure regular attendance of the children. This supports children to attend regularly and feel a sense of belonging.

p.4

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

Children are familiar with the expectations for their behaviour and behave well. They are taught to treat others kindly and listen to each other's ideas. This supports them to make friendships. For example, outdoors when building a tower, staff encourage children to work together to improve the tower's stability. Children are supported to develop independence

p.4

About this setting

Unique reference number (URN): EY540682 through responsibilities such as enthusiastically taking turns to sweep up the floor after lunch.

p.5

About this setting

Spontaneous interactions with staff support children to extend their knowledge. For example, when playing outdoors, children spot the moon being visible in the sky. Staff share that the moon is travelling around our planet. Children develop physical skills in the well- resourced outdoor space, toddlers dig in the sandpit and pre-school children race tricycles or play basketball. A love for books is promoted. The local library visits with new books weekly, so children get to enjoy a wide range of books. Children independently access books throughout the day and talk about the pictures and characters with staff.

p.5

About this setting

All children make steady progress from different starting points, including children learning English as an additional language and those with special educational needs and/or disabilities. Staff reduce barriers to children's learning through one-to-one time, picture cards, gestures and clearly repeating key words to support their engagement. Children demonstrate focus and concentration during self-chosen activities. For example, they engage in water play, pouring and measuring for an extended period.

p.5

Next steps

Leaders should support staff to review the organisation of group activities to engage all children more consistently. Leaders should provide further opportunities for children to develop their independence at meal times.

p.5

About this inspection

The inspector spoke with leaders, staff, and parents during the inspection.

p.5

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.

p.5

Address:

The Starburst Centre (Brookside) Perth Avenue HAYES Middlesex UB4 9LW

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Little Marvels Nursery Services Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7