Wild Monkeys Nursery

Wild Monkeys Nursery

Unique reference number (URN): 2698196 Address: Telscombe Parish Hall, Tyedean Road, Telscombe Cliffs, East Sussex, BN10 7AU Type: Childcare on non-domestic premises Registered with Ofsted: 08/09/2022 Registers: EYR Registered person: Wild Monkeys 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

Overall, children develop a range of skills that equip them well for future learning. They make independent choices and use their developing language skills to talk about their thoughts. Children share ideas as they play. Older children understand the importance of respecting others and showing kindness to younger friends. They use their words to engage in conversation and manage any minor disputes.

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Achievement Expected standard

Children enjoy their learning and become naturally curious. They are fascinated to see the bubbles they create with soapy water and chase them round the garden. Children visit the beach and become interested in the natural environment.

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Achievement Expected standard

Children benefit from practical experiences to enrich their learning, for instance, through visits from the fire service and police. They remember these visits and talk about them confidently.

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Achievement Expected standard

Children with special educational needs and/or disabilities achieve well.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour has significantly improved. Staff help children understand why some behaviours are not welcome and do this in an age-appropriate, respectful way. Leaders have improved the organisation of the daily routine. Sessions run more smoothly, with fewer interruptions to children's play and learning. This helps children to remain interested in their chosen activities for longer.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to share, take turns and form friendships with others. Staff model positive behaviour in their interactions with children. This helps children learn to be respectful with others. For instance, children say 'please' and 'thank you' and demonstrate kindness as they play. Staff teach them how to look after resources and to help with tidy-up routines in a positive way.

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Behaviour, attitudes and establishing routines Expected standard

Leaders continue to make positive changes to the learning environment. They carefully consider what children need and what works best for the children attending each day. Staff have realistic expectations of children. They help younger children learn how to play and begin to cooperate with others. Any minor disagreements between children are managed calmly.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have worked closely with parents to help improve children's regular attendance at nursery. This helps children develop the skills they need for starting school.

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Children's welfare and wellbeing Expected standard

Staff work hard to ensure that children feel safe and secure. Routines are carefully planned to meet children's emotional needs. For instance, babies benefit from consistent staff to help them feel settled. Staff work closely with parents to agree individual routines, such as how babies like to be soothed to sleep. This means babies benefit from routines that are consistent with those at home.

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Children's welfare and wellbeing Expected standard

Staff recognise when some children may be facing new experiences, such as the birth of a sibling, and how this may impact on them. Staff enable children to use their comforters, when needed, and make sure children can reach these easily.

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Children's welfare and wellbeing Expected standard

Leaders support families in promoting healthy eating. They use local initiatives to help parents take free fruit and extra food produce home if they need it. Staff provide guidance for parents to help them prepare a healthy lunch box for children. During lunchtime, children talk about the food they eat. Staff use the opportunity to help children understand why healthy eating is important.

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Children's welfare and wellbeing Expected standard

Children learn the importance of oral health. Staff recognise this is a priority for some children and help parents to access local dentists. Children learn through practical activities why brushing teeth is essential for good health.

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Curriculum and teaching Expected standard

Leaders have thoroughly reviewed the quality of teaching over the last year and made some significant improvements. Overall, teaching is effective in meeting every child's needs. The support for children's learning is now more focused and matched precisely to what individual children need. Staff deployment is effective, and children receive high levels of individual attention. Most staff are responsive to children's needs and are clear about what children need to learn during planned activities. However, occasionally, some staff are less confident in using unplanned opportunities to enrich children's learning.

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Curriculum and teaching Expected standard

Staff know that some children learn better outside and have less time to do this away from nursery. Leaders have effective plans in place to develop the garden area further. At present, older children have opportunities to climb and practise a range of movements, and plans are in place to provide a specific area for the younger children. However, at present, babies and younger children do still have daily opportunities to benefit from fresh air and well-planned physical play activities.

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Curriculum and teaching Expected standard

Staff use a range of activities to promote children's language and mathematical development. They regularly read stories and practise counting as children join in with number rhymes. Children learn new words as they explore different topics. Staff use activities to extend the range of words that children hear and learn. Children use numbers as they play. For instance, they count out items and begin to recognise simple number values.

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Inclusion Expected standard

Every child is valued, and their unique qualities are celebrated. Staff recognise each child's preferences and learning styles and generally plan for these well. Leaders work closely with parents to understand any circumstances that may make a child more vulnerable. Support for children with special educational needs and/or disabilities (SEND) is effective. Leaders and staff adapt activities to take account of what children with SEND need. Staff have attended relevant training with other professionals and help children feel included. For example, staff use signing to support children who need extra help with their communication. This also helps children learning English as an additional language to feel included and understood.

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Inclusion Expected standard

Leaders aim to ensure that every child can access all activities. Visits to the beach and nearby Tye to see the animals are varied weekly to make sure every child is involved. Most activities are adapted appropriately to ensure that every child can take part. Leaders continue to monitor the curriculum to make sure it is inclusive and accessible to every child.

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Inclusion Expected standard

Staff closely monitor the progress children make. They check what children know and can do and ensure that each child makes progress from their individual starting points. Any gaps in children's learning close. Leaders use extra funding wisely to support staff training and to offer individual support for children who need it most.

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Leadership and governance Expected standard

Considerable action has been taken since the last inspection to make continued improvements. The leadership team has been restructured, and there is a shared ambition to provide a service that meets local families' needs. Leaders understand the local community well.

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Leadership and governance Expected standard

Staff wellbeing is given high priority. Senior leaders monitor this closely, and staff confirm how valued they feel. Staff say they feel listened to. They talk to leaders easily and reflect on what they do well. All staff have access to professional training opportunities to develop their practice. Unqualified staff are fully supported by leaders to gain a qualification.

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Leadership and governance Expected standard

Leaders review the quality of provision consistently well. They are reflective in their approach and identify accurately what is working well. They know where further developments are needed and understand how to make the necessary changes.

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Leadership and governance Expected standard

The needs of children and families are always prioritised. Leaders are sensitive in engaging with more vulnerable parents. Parents say they appreciate the support they receive. They like the information they regularly receive about what children are doing at nursery and about the progress they are making. Parents can see the many improvements that have been made since the last inspection and the positive impact of the new management team.

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

Children arrive at nursery with excitement. They greet staff happily and begin to develop independence as they find their name and hang up their coats. Children develop a strong sense of belonging. They talk about what they enjoy doing and show confidence in speaking to others. Overall, children make positive progress in their learning. They are well prepared for starting school. Staff monitor the progress all children make and quickly identify when some children may be more vulnerable. Children who are not yet reaching typical developmental milestones for their age are supported well.

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

Children form trusting relationships with staff. Leaders have worked hard to improve the key- person system. They make sure children are familiar with the staff who look after them. Children progress from the baby group to the older group with ease, as staff prepare them well.

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

Children demonstrate how safe they feel at nursery. Staff encourage them to talk about their feelings. Leaders recognise that some children need more help with this and support children in managing their emotions. Staff create cosy spaces for children to use when they need some quieter time. Staff respond quickly when they see children using these spaces. They gently guide children to explain how they are feeling. Staff help children to feel settled again so they can rejoin the group when they are ready.

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

Leaders work hard to recognise and understand what children and parents need. Considerable work has taken place over the last year to support individual families. Staff recognise the challenges some parents face and help them to access relevant support services. They work hard to involve parents in their children's learning and involve them in celebrating children's achievements. For example, leaders have begun to arrange social events for parents to attend.

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Next steps

Leaders should make sure that all staff are confident in promoting children's learning during planned and unplanned activities. Leaders should continue to focus on supporting staff development to ensure that the curriculum is inclusive and consistently of high quality.

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About this inspection

The inspector spoke with the nursery manager, the nursery owner, staff and other members of the management team 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:

Telscombe Parish Hall Tyedean Road Telscombe Cliffs East Sussex BN10 7AU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Wild Monkeys Childcare Ltd

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Address:

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

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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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Age range of children at the time of inspection

Since the last inspection, a new manager has been appointed.

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Age range of children at the time of inspection

A quality assurance visit by an additional inspector was carried out at this 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

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

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