Medua Bilingual Nursery

Medua Bilingual Nursery

Unique reference number (URN): EY544590 Address: 2 Falconwood Parade, WELLING, Kent, DA16 2PL Type: Childcare on non-domestic premises Registered with Ofsted: 14/06/2017 Registers: EYR, CCR, VCR Registered person: Achapu, Theresa Kate Medua

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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

All children, including those with special educational needs and/or disabilities or with barriers to their learning, are making secure progress from their starting points. For example, children are extending their vocabulary and joining words together to talk in short sentences. This has supported children to develop their friendships and social interactions with their peers.

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Achievement Expected standard

Children demonstrate their self-help skills as they wash their hands and put on their shoes. They engage in craft activities and master cutting with scissors, which strengthens their fine motor skills. Children proudly show their work and receive praise for their efforts, which builds on their self-esteem. Older children are confident to support their younger peers.

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Achievement Expected standard

However, children are not consistently challenged or encouraged to problem solve before being supported or given the time to answer questions. This limits their opportunities them to develop the skills and build resilience to face new challenges independently.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have worked hard to address their previous actions from their last inspection regarding managing children's behaviour. All staff have worked with the local authority and completed training to increase their knowledge and develop their skills further. They have typically established a calm environment where staff deploy effectively to support children's learning across activities and the different areas. This ensures children are kept safe.

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Behaviour, attitudes and establishing routines Expected standard

Staff develop positive relationships with children. They provide regular praise and encouragement and remind children of the nursery rules at a level of their understanding. This ensures children of all ages understand what is expected of them. All children behave well, they share resources, work with their peers and take turns. They listen to staff, use good manners and help with tasks like tidying away the toys. Children are supported to be independent with accessing their drinks, feeding themselves and peeling fruit at lunch time. Staff engage with children while they wait to come inside or queue for the bathroom. This ensures development continues during routines and supports children to have a positive attitude to their learning. Leaders and staff follow up on children's absences. They work with parents and other professionals to highlight the importance of punctuality and attendance to maximise children's learning and future success.

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Children's welfare and wellbeing Expected standard

Staff place a high priority on children's welfare and wellbeing. They are generally attentive to children's individual needs and work with parents to stay updated on any changes. The effective key person system ensures children develop secure attachments, and feel safe and secure. Young children show they are confident to explore and return for cuddles or reassurance when needed. Staff teach children about different emotions and help them to understand the feelings of others.

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Children's welfare and wellbeing Expected standard

Staff are proactive in supporting all children, including those with special educational needs and/or disabilities. They position themselves to ensure children who need additional support can hear and understand. This enables all children to participate and take care of their personal needs with increased independence. Staff supervise children during mealtimes and while they are sleeping to keep them safe.

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Children's welfare and wellbeing Expected standard

Staff promote the importance of following good hygiene routines and healthy eating. Children remember and talk about the nursery trip to the dentist and know why they need to maintain cleaning their teeth every day. Staff support children to learn about safety as they use scissors carefully. They guide children to be aware of others as they ride the bikes in the garden, helping them to avoid accidents.

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Curriculum and teaching Expected standard

Leaders and staff have high expectations for all children. They plan and provide a broad curriculum which builds on children's prior knowledge and experiences. Staff show their understanding of child development. They know what they want children to know and learn, to prepare them for future learning and subsequent move to school. Staff use observations and identify children's next steps in learning. They plan activities to give children time to practise their skills and knowledge before moving them on. This ensures all children have a solid foundation to their learning.

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Curriculum and teaching Expected standard

Staff place a high emphasis on supporting children's communication and language development. They engage children in conversations, provide commentary and introduce new vocabulary. Staff adapt their teaching and support children with special educational needs and/or disabilities effectively. For example, they use visual clues, repeat words and support pronunciation to help their language skills. This supports children's emotional wellbeing. Children develop their physical and social skills as they ride bikes, build using bricks with their peers and draw with chalk. Staff encourage children to count as they play to extend their understanding of number. However, mathematics is not fully embedded throughout the curriculum to consolidate or extend children's learning further.

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Inclusion Expected standard

Leaders and staff work with parents from the start. They seek information which helps them to get to know children well and understand their needs. Staff use observations and ongoing assessments to track children's progress, including completing the progress check between the ages of two and three years. Staff swiftly identify any gaps in learning and address these to ensure children can continue to make the best possible progress.

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Inclusion Expected standard

Leaders work in partnership with other professionals and make timely referrals to support children with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face other barriers to their learning and/or wellbeing. They keep parents updated with their children's progress and share ideas to continue learning at home. Staff support children's communication and language development, and run targeted support sessions developed from training with the local authority. This encourages children to work with staff in small groups and focus on their communication. Leaders acknowledge this support is helping children to make progress. Additional funding is used to purchase resources that meet and reflect on children's individual needs. This helps to reduce any barriers to their learning.

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Leadership and governance Expected standard

Since the previous inspection leaders and staff have made significant improvements supported by the local authority. They have addressed the previous actions and recommendations to make improvements to their practice and in turn benefit the children. Staff have completed further training to support them in managing children's behaviour and policies are in place to ensure all staff deploy themselves effectively. This ensures children are kept safe and continue to learn through their play. Staff now promote a love of books and ensure they are kept in good condition for children to enjoy.

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Leadership and governance Expected standard

Leaders regularly monitor staff practice. Together with staff they reflect on their practice and the service they provide well overall. They generally identify areas of strengths and where further improvements can be addressed. All staff receive regular supervisions and set targets to make changes. They feel their wellbeing is supported and manage their workloads effectively. Leaders have established secure partnerships with parents and other professionals which supports children with special educational needs and/or disabilities and those transitioning to school.

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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 arrive happy to attend this home-from-home nursery. Staff provide a warm and friendly welcome on arrival. They offer cuddles and reassurance, which helps children to settle quickly, and feel safe and secure. Children are encouraged to be independent. They take off their shoes and coats on arrival and hang them on their named pegs. This gives them a sense of belonging. An established key person system is in place, which helps staff get to know the children well from the start. Staff gather information from parents and use this to plan the curriculum. They build on children's interests and their previous experiences to extend their learning.

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

Children benefit from a broad range of planned activities. Staff aim to sequence children's learning and promote their interactions and social skills. For example, children use their imaginations as they make pretend beds for their babies with large bricks. They add additional resources, such as pillows, and talk to staff about how they care for their babies. Younger children delight in using props as they enjoy listening to stories. They learn names of animals and repeat the sounds they make. Children explore the environment and develop their fine motor skills. They use scoops to fill buckets and pour sand. Staff demonstrate and encourage children to make marks with sticks in the cornflour and draw with chalk, which helps to develop children's small muscle control for future writing.

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

Staff have high expectations for all children. They actively engage and encourage communication with children as they play. They provide clear explanations and add additional support for those children with special educational needs and/or disabilities and those with barriers to their learning. This enables all children to participate, enjoy their learning and make secure progress from their starting points. Leaders are proactive in supporting regular attendance.

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Address:

2 Falconwood Parade WELLING Kent DA16 2PL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Achapu, Theresa Kate Medua

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30,Saturday : 10:00 - 12:00

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Next steps

Leaders should strengthen the curriculum to ensure mathematics is fully embedded and supports all children to develop the skills and knowledge they need to excel in their learning. Leaders should strengthen staff practice to ensure children are consistently encouraged to problem-solve and try things for themselves, to build on their resilience and raise their level of achievement even higher.

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About this inspection

The inspector spoke with leaders, staff, 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 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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Facts and figures used on inspection

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

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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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