All A-Board Day Nursery & Tiny Town Ltd

All A-Board Day Nursery & Tiny Town Ltd

Unique reference number (URN): 2764265 Address: 82 - 86 St James Way, SIDCUP, DA14 5HF Type: Childcare on non-domestic premises Registered with Ofsted: 30/11/2023 Registers: EYR Registered person: All A-Board Day Nursery and Tiny Town 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 Strong standard

Most staff are clear on how to support children effectively. This means that children achieve extremely well and make excellent progress from their starting points. For example, children receiving support to develop their mobility skills are now able to walk across the room and enjoy exploring all areas of the nursery with confidence and independence. Children receiving support for identified learning needs make sustained progress in closing the gaps in their learning. For example, they are using new vocabulary with increasing accuracy and are making accelerated progress to build a range of knowledge and skills.

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Achievement Strong standard

Across the setting, children are gaining confidence in their communication skills, using a range of mathematical language, and the ability to be creative and imaginative. Children demonstrate they are able to think deeply and problem solve. For example, babies are proud as they learn to match coloured items to the correct box. Older children work out how to arrange objects from smallest to largest. Children are exceptionally well prepared for the next stage of their learning journey. They are keen and interested, able to follow instructions and listen and respond well. Children are excited to explore all learning opportunities and are fully engaged in all experiences on offer.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners are excellent role models for children. They provide a highly respectful culture, with a calm but stimulating environment for all children. They model manners and friendships and are a highly inclusive, unified team. Staff have built close and supportive relationships with children. Children know to ask for help if they need it, but are consistently supported to try things on their own. Older children build friendships with their peers, enjoying playing imaginary games together. Babies are quick to look after each other, such as handing a toy to their friend if they are upset.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in this environment and demonstrate that they feel safe and comfortable to fully immerse themselves in all opportunities. They are consistently interested in their learning and show great determination and focus when persevering to complete tasks. Children benefit from successfully embedded rules and routines. They are extremely familiar with them, supporting them to feel settled and to know what to expect.

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Behaviour, attitudes and establishing routines Strong standard

Leaders take decisive action to support parents to understand the importance of regular attendance. They identify any barriers to attendance and swiftly put plans in place to support this. For example, leaders are flexible with timings and ensure they know and support parents own morning routines for other children.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of staff's practice. Staff know each child extremely well and respond sensitively to their individual needs. They offer reassurance, guidance or space when needed. Staff often use the newly created 'sensory den' to help

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Expected standard

children with special educational needs and/or disabilities to feel safe, secure and confident to freely explore their surroundings. Older children often access the 'regulation station' to regulate their own emotions, where they experience a calming atmosphere, lights, stories and puppets. Close and warm relationships with staff ensure children feel emotionally safe.

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Expected standard

Children experience a wealth of opportunities to be physically active. External agencies provide classes such as football. Staff deliver yoga sessions that promote strength and calm breathing. Staff help children understand how their heart rates change and how relaxing after physical activities can help their wellbeing. Children have daily access to outdoor play sessions and inside Tiny Town to build resilience, independence and confidence. Healthy habits are embedded throughout daily routines which help them learn about their health and personal safety. Babies enjoy washing their own hands before meals and safely climbing up to the nappy changing area. Older children help to set the table and serve their own food. They enjoy regularly learning about brushing their teeth and having a go with staff encouragement. Staff ensure they really know and understand babies routines from home. They follow these closely and ensure safe and comforting routines, such as feeding and

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Inclusion Strong standard

Leaders have established a strong culture of inclusion where every child's needs are recognised, valued and swiftly acted upon. From the earliest stages, staff identify and support children's starting points with care and precision, ensuring that those with physical needs or special educational needs and/or disabilities (SEND) receive tailored support. Leaders and staff are quick to seek the support and advice of other professionals and create detailed support plans. Staff rigorously monitor and review these plans, taking into account the thoughts of the key person, parents and carers. Recently, parents supported the nursery to raise money for a sensory den in the garden. This has had a highly significant impact on the progress children with SEND make in their emotional wellbeing and development.

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Inclusion Strong standard

Leaders and staff truly care about the children. They are dedicated and passionate about making a positive difference in children's lives. Staff fully support and celebrate every step of progress each child makes. This beautifully supports children to want to achieve and to become confident and happy learners. Leaders carefully consider any additional funding children receive, to specifically help that child with their development. For instance, funding is used to purchase equipment to support core muscle strength and additional staffing to provide highly effective one-to-one intensive interaction time.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious, sequenced curriculum which reflects the needs of all children, including those with special educational needs and/or disabilities (SEND). Leaders model effective teaching skills and support staff to understand and deliver their vision for an inclusive curriculum. For example, staff ensure that they provide daily one-to-one time for children with SEND to focus on their individual next steps in learning. Staff ensure that children are engaged and involved in their learning. They listen to children's interests and notice what they enjoy. Most staff are clear about the intention of activities and what they want children to learn. They give clear explanations and demonstrate activities before giving children time to explore and have a go themselves. Staff use every opportunity to observe and assess children's learning, using questioning and repetition of activities to embed children's knowledge and skills. While most staff are

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Curriculum and teaching Expected standard

knowledgeable in how to effectively support children's learning, there are some inconsistencies. On occasions, some staff are less confident in how to consistently support high quality interactions alongside children's own chosen play.

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Curriculum and teaching Expected standard

Staff provide a language-rich environment. They confidently introduce new vocabulary to children and spark curiosity through well-planned experiences, such as investigating floating and sinking, observational drawing and releasing objects from ice. Staff provide regular group times to support children to have their own voice and be heard. They support children to recognise different feelings and how to cope with them, using the superbly designed sensory room and regulation den. Children benefit from plenty of outside access to physical play, indoor soft play for babies and Tiny Town for all children.

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Leadership and governance Expected standard

Leaders have a secure understanding of the setting. They regularly work alongside staff and use this time to support their ongoing assessment of what they offer. Leaders are proud of their many strengths, including their approach to supporting children with any identified need, and their staffs adaptive practice to include all children. Leaders have plans to strengthen the setting even further, such as offering forest school to expand on children's skills and knowledge in a natural learning environment.

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Leadership and governance Expected standard

Leaders ensure highly impactful support for children with special educational needs and/or disabilities. They rigorously monitor support alongside staff and other professionals, meaning that these children make excellent progress and are consistently supported to feel they belong here. Staff complete all mandatory training and are keen to access more to support their skills and knowledge of working with specific groups of children attending. Leaders should continue to evaluate the provision, identifying and offering further high quality learning experiences to staff to continue to expand on their skills and knowledge. Staff say they appreciate the daily recognition of their contributions and feel valued and happy to come to work.

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

Children thrive at this family-run nursery where their welfare and wellbeing are at the heart of everything. Children begin their day by coming together and talking about how they feel and what exciting activities they will be able to do that day. They build warm and responsive relationships with staff, who are quick to meet their needs and shower them with praise and reassurance. Children have many opportunities to come together with their peers and take part in group activities. For example, babies giggle with delight as they watch bubbles during singing time. Older children focus intently as they learn Spanish words and help to tell a Spanish story. This supports children to build excellent relationships with their peers, who they thoroughly enjoy playing with.

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

Children benefit from a highly inclusive environment, where every child is supported to be involved. Staff know children's learning needs and adapt the activities to support each child to make excellent progress. There are dedicated spaces within the environment that children can access to support their emotional wellbeing and targeted learning needs. For instance, a regulation station and a sensory den are well used by children with special educational needs and/or disabilities. These spaces allow children to explore their unique self and engage with resources they choose and enjoy.

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

All children really enjoy the varied learning opportunities available to them. They are keen and motivated to join in and excitedly anticipate new activities throughout the day. Children benefit from external agencies providing classes, planned adult-led opportunities and plenty of free time to explore and discover by themselves. Children look forward to daily time in their well-resourced Tiny Town role play area next door. This supports them to be imaginative, to play with their peers and build their sense of independence and confidence. Families are often welcomed in to the nursery and enjoy giving their thoughts and ideas about their child's development. Leaders ensure parents are well informed about the importance of their child's attendance and help in any way they can to achieve this.

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Next steps

Leaders should strengthen practitioners knowledge and support them to feel confident in how to provide consistently high quality interactions to all children to support them to excel in their learning and development. Leaders should continue to evaluate the setting and provide precisely targeted support and training for staff to expand on their skills and knowledge to support all children.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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:

Type: Childcare on non-domestic premises

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Address:

Registered person: All A-Board Day Nursery and Tiny Town Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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Total number of places

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

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 .

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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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