Caterham The Laurels Day Nursery and Preschool

Caterham The Laurels Day Nursery and Preschool

Unique reference number (URN): EY544935 Address: 41 Town End, CATERHAM, Surrey, CR3 5UJ Type: Childcare on non-domestic premises Registered with Ofsted: 06/04/2017 Registers: EYR, CCR, VCR Registered person: Bright Horizons Family Solutions 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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Inclusion Strong standard

Leaders ensure that every child's individual needs are swiftly identified and effectively assessed to support them in reducing barriers to learning and wellbeing. They have embedded a culture whereby staff consistently make demonstrable differences to the opportunities and experiences of children who experience disadvantage. When children become upset and begin seeking sensory input, staff provide structured, appropriate alternatives to support them in regulating their emotions. For example, leaders have introduced a large peanut ball that children can safely roll on, bounce with, or use to direct their energy in a controlled way.

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Inclusion Strong standard

Leaders and staff share a clear vision and take rigorous action to reduce children's barriers to learning and wellbeing. Staff use effective assessments to identify what is working and what is not, and plan and implement appropriate adaptations based on this. They use early years pupil premium funding effectively to ensure that all children have a fair and equal opportunity to access the curriculum. For example, a reading area is being developed in the garden for children who may not have access to books at home. Leaders rigorously monitor the progress of children receiving statutory support as well as those who face additional barriers to their learning and/or wellbeing. Adaptations are systematically and skilfully adjusted as needed, ensuring they make a sustained difference to children's opportunities and experiences.

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Achievement Expected standard

Overall, children generally make secure progress through the curriculum. Their vocabulary develops steadily, supporting them to communicate with others and build the foundations for positive relationships. Children show care for one another, celebrating each other's successes. They develop a love of books and mark making in a range of contexts, from using pencils and paper outdoors to exploring marks in play dough and during sensory activities. Children remain close to their key person, engaged in their learning as they listen to stories and join in with songs.

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Achievement Expected standard

Children who face barriers to learning or wellbeing achieve particularly well from their starting points. Those who previously found it difficult to communicate now do so using Makaton or visual cues. Children who once struggled to settle arrive happily, confidently separating from their parents. Some children even allow other children to play alongside them, which they have previously found extremely challenging. This demonstrates significant progress in their social development. Children are increasingly well prepared for their next stage of learning and development. However, where the quality of teaching is less consistent, children's progress is not as strong as it could be over time.

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Behaviour, attitudes and establishing routines Expected standard

Staff have implemented many strategies to establish a positive environment; however, behavioural expectations are not yet consistently understood by all team members. This can lead to some incidents of unwanted behaviour, occasionally resulting in minor injuries.

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Behaviour, attitudes and establishing routines Expected standard

Staff have created warm, caring and trusting relationships with children, and children regularly check in with their key person. Children are encouraged to collaborate and get along with others. They play games together and help each other reach a shared goal.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have implemented a punctuality and attendance policy that is understood by all staff. This consistent approach ensures staff follow up promptly on non-attendance and can identify any patterns of concern. They work closely with parents, keeping them informed and supporting them where needed to improve attendance.

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Behaviour, attitudes and establishing routines Expected standard

Staff consider children's different ages and stages of development, particularly for those experiencing disadvantage. They adapt their expectations appropriately based on individual circumstances. Reasonable adjustments are made where needed, such as supporting children who struggle with transitions by allowing them to move to the garden after others, ensuring a smoother and calmer start to outdoor play.

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Children's welfare and wellbeing Expected standard

Children's individual routines are thoughtfully considered and effectively adapted to help support them to maximise the potential for their day ahead. Leaders have established policies and practices to support children's welfare, mental health and wellbeing, but these are not yet consistently embedded. For example, leaders are rolling out a 'nurture' programme, but this is still in the early stages and not yet making a highly impactful difference to children.

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Children's welfare and wellbeing Expected standard

Staff have a secure knowledge and understanding of the children in their care, particularly their key children. They make appropriate adaptations to varying needs of children who experience disadvantage, but they are not highly responsive to every child's varying needs. For instance, when children throw toys, staff do not use the strategies they have in place to help redirect the energy, such as using the peanut ball or encouraging children to get outside and throw balls. Instead, they just sometimes tell children not to do it. Staff appropriately promote physical and emotional health and equip children with the tools they will need to keep themselves safe and healthy, such as confidence and independence skills.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the intended curriculum and have designed it to prepare children for their next stage of learning. It prioritises children's emotional security while developing their confidence, independence and self-help skills. Children are supported to manage conflicts, understand turn-taking and develop the confidence to ask for help. These aims are clearly defined but are not yet consistently embedded across the staff team. Leaders draw on their knowledge and experience to make effective decisions that drive improvement.

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Curriculum and teaching Expected standard

The curriculum is designed to meet the learning and development requirements of the early years foundation stage and is generally implemented by staff. Leaders prioritise the development of children's language skills, building vocabulary and communication through stories, songs and rhymes. Mathematical learning is introduced progressively, beginning with simple counting songs and developing into the use of positional language, matching numerals to quantity, and recognising numbers.

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Curriculum and teaching Expected standard

Children's physical, personal, social and emotional development is a key focus, with some staff undertaking specific nurture training to help children feel safe, settled and confident. Children's physical development is promoted from a young age through access to appropriate climbing equipment and engaging sensory activities, which build progressively as children grow.

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Curriculum and teaching Expected standard

Leaders and staff support children who experience disadvantage by making appropriate adaptations. For example, children who have limited or no vocabulary are supported to communicate in other ways, such as visual cues, now and next boards or electronic boards with key symbols on them.

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Curriculum and teaching Expected standard

Appropriate formal and informal assessment is used to check what children know and can do. From this, tailored next steps in learning goals are created to provide children with targeted support as they progress through the curriculum.

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Leadership and governance Expected standard

Leaders work consistently well together as a team. They share a clear vision and make appropriate changes to improve the setting. For example, they have recently refurbished the garden and have plans to develop it further, such as by creating a healthy garden to grow food for the nursery guinea pigs.

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Leadership and governance Expected standard

Leaders are able to identify their strengths and have driven improvements in key areas, which has significantly enhanced the provision. However, they do not always identify all areas of priority as effectively as they could.

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Leadership and governance Expected standard

Leaders are reflective and open to feedback, continually seeking ways to improve the setting. They make considered decisions, always keeping children at the heart of their planning. They work hard to meet the needs of all children, particularly those who experience disadvantage, making appropriate adaptations to support their learning and development. For example, they are rolling out a Makaton signing training course to support children with communication barriers.

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Leadership and governance Expected standard

This inspection followed a number of notifications received from the setting. Leaders have taken action to address the concerns, including providing additional staff training, implementing peer observations, improving handovers, resharing the emotional wellbeing and behaviour policy, and conducting staff supervisions. While appropriate strategies have been introduced, they are still in the process of being consistently embedded across the entire staff team.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children enjoy attending the setting. They form positive relationships with their peers and key persons. Staff interact warmly and responsively with children, supporting them to engage in and enjoy their learning. Children are keen to try new things and demonstrate a willingness to have a go. They remain motivated and sustain concentration for appropriate periods, for example when completing tasks such as puzzles.

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

Overall, children achieve well from their starting points as they progress through the curriculum. Those who experience disadvantage are particularly well supported, with swift action taken to identify and address any gaps in learning or barriers to wellbeing.

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

Developing children's independence and confidence is a key priority within the curriculum, and this is typically supported well by staff. Children are given opportunities to make mistakes, persevere and succeed with appropriate adult guidance. They develop age- appropriate knowledge and skills across all 7 areas of learning. However, staff do not yet consistently implement the strategies, policies and procedures introduced by leaders, which means children do not benefit fully from them.

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

All children are supported to develop a strong sense of belonging. This is reflected in daily routines, such as self-registration, and in the environment, where children see themselves represented through photos. Families feel welcomed and are encouraged to engage in the setting, including attending community events such as charity days. Leaders regularly seek feedback from parents and use this to help shape the curriculum. While staff and parents understand the behavioural expectations, there are some inconsistencies in how and when staff support and respond to children's behaviour.

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

Children feel safe and develop positive relationships with staff and their peers. Attendance is promoted and monitored rigorously. Each child's individual journey and starting points are recognised and valued, and they receive appropriate support to help them flourish. For example, children are offered different opportunities that they may not have experienced before now.

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Next steps

Leaders should strengthen staff's understanding of expectations for children's behaviour, ensuring consistent approaches and clear boundaries are applied by all. Leaders should ensure that all policies and procedures are consistently implemented across the staff team.

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About this inspection

The inspector spoke with the manager, early years specialist, regional director, deputy manager, staff, including the designating safeguarding leads and special educational needs coordinators, parents and children 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: Bright Horizons Family Solutions Limited

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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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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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