Strawberries Nursery

Strawberries Nursery

Unique reference number (URN): 2797252 Address: Strawberries Private Daycare Nursery, Eaglesfield Drive, Bradford, BD6 2PY Type: Childcare on non-domestic premises Registered with Ofsted: 25/07/2024 Registers: EYR Registered person: MC Childcare T/AsStrawberries Nursery 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

Children make steady progress in their communication and language development. They use an increasing range of vocabulary and are developing clearer speech sounds. Children, including those with barriers to their learning, are well prepared for their next stage in learning. Children show growing emotional security as they move between rooms and within daily routines. They form appropriate attachments and are developing confidence in familiar environments. Children are beginning to develop independence in their daily learning experiences and take part in simple tasks. For example, they help to prepare for mealtimes and serve themselves. This helps children to develop their self-help skills. Children show enjoyment in these responsibilities. They are beginning to take pride in their achievements. Overall, children demonstrate the skills and attitudes needed to support their ongoing learning and development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and practitioners have high expectations for all children at the setting. This helps to ensure it is a positive environment for all children. This is also a shared understanding between the setting, and parents and carers. Practitioners have a supportive bond with the children in their care, and their families. They provide parents with detailed feedback at the end of each session. The setting has a culture of care, kindness and respect. This has been embedded into the setting due to the leaders' approach. This approach can be seen in all rooms. Children are supported to collaborate with each other. For example, during imaginative play, children listen to each other well when pretending to be shop keepers. This is strengthened by the practitioner's interactions and they support children to build on their previous learning, before trying new skills. Leaders are aware of the importance of attendance and punctuality. They monitor this well and share the benefits of consistent

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Behaviour, attitudes and establishing routines Expected standard

attendance with families. Children enjoy playing games and taking part in the activities in which the practitioners provide.

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Children's welfare and wellbeing Expected standard

Practitioners ensure that care practices are in place to meet children's individual needs, including wiping noses. Due to the setting having a strong key-person approach, children have secure and responsive relationships. This is particularly seen in the baby room. Children recognise and feel comforted by their key person. Children are helped to develop their physical development by exploring the outdoor area. This has been recently redeveloped with the children's age and stages in mind. Activities are also offered indoors to promote physical development, such as threading. Children develop an understanding around personal safety and health and wellbeing while at the setting. During mealtimes, practitioners talk to the children about healthy food choices. However, the setting should continue to embed how they educate children about healthy choices. This is particularly relevant for the topic of screen time as technology is not used in the setting and therefore

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Children's welfare and wellbeing Expected standard

the conversations do not always happen. This will support children to develop healthy life habits in relation to using technology. Children at the setting typically recognise, express and manage their own feelings to develop a sense of emotional wellbeing. This is demonstrated through positive interactions between practitioners and children. Safer sleeping and eating guidance are followed at the setting. This is part of the setting's every day effective routines.

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Curriculum and teaching Expected standard

The curriculum is typically designed to meet the needs of all children. There is a real emphasis on the love of books in the setting. This is demonstrated through children actively listening and engaging in discussions regarding familiar stories. The setting also has a high focus on personal social and emotional development. Practitioners take time to listen to children's thoughts, ideas and feelings ensuring that they acknowledge them. The outdoor space has been developed to support children's next steps in their physical development. Practitioners do not always ensure all activities are organised to meet children's age and stage of development. This means some children are not able to access some activities fully, to further build on their skills. Practitioners adapt their practice to ensure children with special educational needs and/or disabilities can still access the curriculum, such as using

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Curriculum and teaching Expected standard

visual timetables and physical objects as prompts. This ensures that children know what is happening next and prepares them for their next stage in learning.

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Inclusion Expected standard

Assessments are carried out by key workers at the setting with oversight from management. They also have a buddy key-worker system in place. This ensures individual needs are identified and assessed quickly. Referrals are made in a timely manner for children with special educational needs and/or disabilities and in partnership with families. Leaders use early years pupil premium funding with the child's next steps in mind. For example, they ensure children who do not have outdoor space at home have plenty of access to work on their gross motor skills. This has shown to have a positive impact on children's physical development. Leaders ensure there are inclusive practices in place and have introduced visual aids and individual learning plans to support children. Practitioners take part in external and internal training. Leaders and practitioners work with external agencies, such as speech and language teams and social care teams, and put in place strategies to help all

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Leadership and governance Expected standard

Leaders are currently following a 5-year development plan to ensure the space in which they operate best meets the needs for children they care for. Leaders are aware of the strengths of the setting and take action to strengthen areas identified for improvement, such as practitioner's safeguarding knowledge. Leaders have used external agencies, including the local authority to support with this. This has been shown to have had a positive impact, such as being able to provide timely interventions for the children to support their development. Leaders know the children well and what interests them, and use this to support their decision-making.

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Leadership and governance Expected standard

Leaders have completed mental health training. They work closely with practitioners and effectively support their wellbeing. Leaders are aware of workload and encourage practitioners to regularly feedback how they are feeling. They monitor practice effectively and identify gaps in knowledge and understanding. This has a positive impact on practice and therefore the children in their care.

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

This setting has a warm and welcoming environment. Practitioners build positive bonds with the children and their families. The parents are happy sending their children to the setting, as the children enjoy attending. The practitioners ensure that children are well cared for at the setting. This is due to the practitioners having positive interactions with the children. The setting meets the needs of a range of children including those of disadvantage and those with special educational needs and/or disabilities. The setting works to reduce any barriers to children's learning by getting to know the child and family before they start so they can put in place any support they may need. Children are happy to come to the setting and enjoy engaging in activities on offer, such as painting.

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

Children enjoy spending time with their friends at the setting. The practitioners support children to forge positive social skills through role modelling. For example, at lunch time, practitioners role model conversations. Children look forward to the freshly prepared and healthy well-balanced meals, which are made on site. Generally, children develop a suitable range of skills and knowledge across all the areas of learning. Practitioners use a planning process to help observe and assess children's learning and identify what children need to learn next.

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Next steps

Leaders should support practitioners to promote children's awareness of making healthy choices, particularly around screen time. Leaders should ensure that all activities are appropriate for the children's stage of development to help them build on the skills they already have.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs and/or disabilities coordinator during the inspection.

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Address:

Strawberries Private Daycare Nursery Eaglesfield Drive Bradford BD6 2PY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: MC Childcare T/AsStrawberries Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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Age range of children at the time of 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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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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