Coat of Many Colours Nursery

Coat of Many Colours Nursery

Unique reference number (URN): EY347369 Address: 4 New Windsor Street, UXBRIDGE, Middlesex, UB8 2TU Type: Childcare on non-domestic premises Registered with Ofsted: 15/03/2007 Registers: EYR, CCR, VCR Registered person: The Kingsborough Centre

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Leaders have created a very respectful and supportive culture where children arrive each day with positive attitudes and are ready to learn. Staff consistently manage children's behaviour very effectively and have a variety of different techniques to support them with their different needs, ages and stages of development in mind. Children learn to understand and manage their feelings and regulating their behaviours and responses. From a young age, children are encouraged to share how they feel and express themselves. Staff use visual aids and colours to enable all children, including those with special educational needs and/or disabilities, and those known to social care, to share how they feel.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff are incredibly positive role models and provide lots of praise and encouragement to build children's self-esteem and confidence. As a result, children have positive attitudes towards learning, are keen to try new things and persevere at challenging activities. Staff have embedded very effective routines and children know what is expected of them throughout the day. For example, children know when the bell rings, it is time to tidy up and come inside. Children quickly do this and are ready for the next part of the day. Staff effectively support children in building relationships and encourage all children to play together, for example, through games and challenges. Leaders work collaboratively with parents to help them understand the importance of attendance. This has had a positive effect, and children have good levels of attendance.

p.2

Children's welfare and wellbeing Strong standard

Children are very well-cared for and demonstrate that they feel safe. Staff know each child and their family incredibly well and respond quickly and thoughtfully to their needs. Leaders have created an inclusive environment where every child's welfare matters. Staff notice when a child needs reassurance, and through a cuddle or some calm time are quick to adapt to what they need. Children with special educational needs and/or disabilities receive sensitive, consistent care that ensures they feel fully included. Staff consistently follow robust procedures to promote children's safety and welfare. They involve children in managing their own safety. For example, children help to clean up any spills at lunch time as they understand the floor could be slippery.

p.2

Children's welfare and wellbeing Strong standard

Staff follow effective procedures at mealtimes to ensure children's dietary requirements are met. The nursery provides healthy and nutritious meals and children confidently help set up the table and then serve themselves, developing their independence skills very well. Staff talk with children about their food and how it affects their body, promoting children's understanding of healthy eating. Children also take part in a variety of activities such as football and yoga, promoting physical activity and children's understanding of why this is important. Leaders tailor routines carefully for children who require additional support. Visual and sensory supports, and predictable routines help every child feel secure, confident and ready to take part.

p.2

Inclusion Strong standard

Leaders are passionate about making a difference the lives of all children, including those with special education needs and/or disabilities (SEND), those who are known (or previously known) to social care and those who may face other barriers to learning. Leaders and staff quickly identify when children may need additional support through rigorous monitoring and assessments. They work closely with parents and carers to address any gaps in children's learning and quickly take steps to ensure all children make rapid progress from their starting points. Leaders work closely with their local authority and other professionals to ensure all children have access to appropriate support and agencies.

p.3

Inclusion Strong standard

Children with SEND are incredibly well supported, and staff put a variety of plans in place to support their needs and go above and beyond what is expected of them to ensure all children get the support they need. Staff meticulously plan activities tailored to children's individual needs, removing the barriers they face and as a result children make progress from their starting points. Staff use a variety of visual aids and objects of reference to aid communication in the setting. As a result, all children are able to express their needs and wants effectively. Leaders make effective use of early years pupil premium funding. For instance, they have purchased a variety of sensory equipment to support individual children's needs.

p.3

Leadership and governance Strong standard

The experienced and passionate leadership team is committed to providing high-quality care and education. Leaders know families well and have an in-depth understanding of what parents and carers want their children to achieve at nursery. This insight guides leaders' decisions and keeps the focus firmly on what children need, to thrive. Leaders and staff act swiftly when barriers to learning emerge, and make thoughtful changes that improve daily experiences. This is particularly relevant for children with special educational needs and/or disabilities (SEND) and those who face disadvantage.

p.3

Leadership and governance Strong standard

Staff's wellbeing and workload are prioritised. Leaders ensure staff are always supported well. Strategies such as providing extra staff when needed or giving staff time to relax, reduces the pressure on their roles. Leaders effectively support staff through regular meetings, coaching and training. All training is based around developing each member of staff's practice. For example, recent training around mathematics has improved staff's confidence and skills in supporting children's development in this area. Leaders have already identified are in the process in providing more training for staff around the curriculum and the importance of high quality interactions to support children's learning and outcomes even further. Leadership to support children with SEND is highly effective. There are clear systems, careful monitoring and solid partnership working with external agencies.

p.3

Achievement Expected standard

Children develop the skills and knowledge they need, and are well prepared for the next stage in their learning. Children learn to listen and have the confidence to express their views. They hold conversations with adults and make their needs and wants known. Children are very independent. For example, younger children make choices in their play and learn to feed themselves well. Older children enjoy helping to tidy up and serve themselves at mealtimes.

p.4

Achievement Expected standard

Children with special educational needs and/or disabilities, and those known (or previously known) to children's social care, make rapid and sustained progress towards individual milestones and in their development. For example, they learn to engage with others and develop effective listening and attention skills needed for when they move on to school. Children make secure progress from their starting points.

p.4

Curriculum and teaching Expected standard

Overall, teaching is effective. Staff have an appropriate understanding of the curriculum and how children learn. They plan a wide range of activities to support children's learning, and all children make appropriate progress. For example, young children delight in exploring paint and glue developing their small motor skills. Older children confidently draw pictures of their families, describing how they look and celebrating the similarities and differences between themselves and their friends. Staff know children well and skilfully adapt activities to meet their individual needs, including for those children that face barriers to their learning. However at times, they do not always make the most of every learning opportunity. Leaders have already identified this and are taking steps to consistently embed high quality interactions for all staff. Staff regularly assess children's development and take swift action

p.4

Curriculum and teaching Expected standard

when they identify any gaps in children's learning.

p.4

Curriculum and teaching Expected standard

There is a sharp focus on promoting children's personal, social and emotional skills and their communication and language development across all age groups in the nursery. From a young age, children are encouraged to talk about how they feel, and staff use visual aids well to support this. Literacy is also celebrated as staff help children refer to books to support their learning even further in all areas. Staff teach mathematics well, and recent training has had a positive impact on this. Staff are confident and have reflected on different ways that mathematics can be taught. As a result, children enjoy mathematics-based activities such as counting with small blocks. Children also confidently use mathematical language in everyday activities, such as counting how many objects they have and comparing sizes and shapes.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children thrive at this friendly, welcoming and inclusive setting. Leaders and staff have extremely high expectations of all children. Children arrive happy and are eager to start their day. They are incredibly well settled, keen to see staff and share news from home. Children build secure attachments with staff who provide lots of reassurance and praise to support children's self-esteem and confidence. Children confidently explore the warm, inviting environment and confidently make choices in their play. For example, babies delight in

p.5

About this setting

Unique reference number (URN): EY347369 exploring water and bubbles as they empty and fill different sized containers, and watch in awe as they make big splashes.

p.6

About this setting

Children's behaviour is excellent. They know what is expected of them and anticipate what is happening throughout the day and demonstrate they feel valued and part of the group. Leaders and staff work incredibly closely with parents and involve families in the nursery life, through regular updates and stay and play sessions. Leaders understand the importance of attendance and work flexibility with parents to help children attend regularly.

p.6

About this setting

Staff provide a range of exciting activities to support children's learning. For instance, older children learn about planting and different vegetables as they explore a range of seeds, pretending to plant them. Staff encourage children to talk about what they are doing and what they can see, developing their language skills further. Children are very confident and enjoy being outdoors. The learn to play games collaboratively, taking turns with balls and listening to instructions. Children learn physical skills through activities such as football, yoga and digging in the sand pit with different tools. Overall the curriculum is taught effectively and staff make thoughtful adaptations and adjustments to ensure that all children, including those with special educational needs and/or disabilities and those with barriers to their learning, benefit from a wide range of learning opportunities.

p.6

Next steps

Leaders should continue to support staff to embed high-quality interactions that fully extend children's learning.

p.6

About this inspection

The inspector spoke with leaders, staff, children, parents and carers during the inspection.

p.6

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.

p.6

Address:

4 New Windsor Street UXBRIDGE Middlesex UB8 2TU

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: The Kingsborough Centre

p.7

Address:

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

p.7

Facts and figures used on inspection

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

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8