Toad Hall Nursery Crawley

Toad Hall Nursery Crawley

Unique reference number (URN): 2789383 Address: 117 Ifield Road, Crawley, RH11 7BP Type: Childcare on non-domestic premises Registered with Ofsted: 12/06/2024 Registers: EYR, CCR Registered person: Careroom 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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Children's welfare and wellbeing Strong standard

All children's wellbeing is of high priority and is the foundation of children's experiences. Staff are consistently warm, responsive and attentive, establishing a caring key-person approach that is thoughtfully tailored to each child. Staff get to know their key children and families incredibly quickly. They gain a comprehensive and detailed knowledge of children's unique backgrounds, personalities, development and routines. They value each child and their family as individuals. This approach is highly effective in promoting children's wellbeing and emotional security, particularly for those who face barriers to their wellbeing, which is skilfully identified and monitored by attentive staff.

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Children's welfare and wellbeing Strong standard

Staff are attuned to the emotional and developmental needs of each child. As a result, children develop close relationships with staff, confidently seeking them out for play, comfort and praise. Children benefit from consistent routines that promote their physical health and wellbeing extremely successfully. The individual routines and personal cues of babies are seamlessly supported. Staff personalise all aspects of their routines, including weaning, sleep and feeding. The consistency between home and nursery is highly impactful on how well children settle in.

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Children's welfare and wellbeing Strong standard

Staff embed positive hygiene practices and promote healthy lifestyles. Activities and discussions support children to develop healthy habits. Robust sleep arrangements and procedures are embedded in practice. This helps keep children safe. Older children are supported to understand how to keep themselves safe and healthy. For example, there are robust arrangements in place to meet children's individual dietary needs. Children are supported to learn about the things they cannot eat, as well as to develop an understanding of the system used at mealtimes such as red plates for allergies. Consequently, children are supported to develop an extremely secure understanding of how to keep themselves safe.

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Achievement Expected standard

Children, including those who face barriers to their learning, generally achieve well from their individual starting points. They develop knowledge and skills as they play and explore. Children demonstrate increasingly high levels of self-confidence. For instance, babies delight as they excitedly join in with familiar songs, learning early words and actions. Children learn age-appropriate mathematical concepts, such as early numbers. They recognise when things are full, half-full or empty. Older children develop and maintain attention, focus and build on conversational skills. They recall where milk comes from as they talk about the food they eat. They recall past learned information, such as how cow's milk is used to make cheese. Children become confident communicators and gain knowledge about the world around them. All children, including those with special educational needs and/or disabilities, make steady

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Achievement Expected standard

progress. All children typically achieve the knowledge and skills they need to continue their learning and development, preparing them for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff recognise the importance of children feeling safe, settled and secure before they can learn. They place high priority on children's emotional wellbeing and have appropriate key-person arrangements in place. As a result, all children are supported to build warm, trusting, nurturing relationships with their key person as well as other staff who care for them. For instance, babies, including those who have recently started to attend the nursery, confidently seek comforting cuddles from staff when they need reassurance. Staff swiftly respond, meeting their emotional needs.

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Behaviour, attitudes and establishing routines Expected standard

All staff have high expectations of children's behaviour and attitudes to learning. Staff model positive behaviours, such as being calm, polite and respectful. Those who need additional support to understand their emotions are well supported. The play experiences and activities on offer are well considered to include children's interests. This supports children's engagement in their learning as they play. Leaders actively promote positive attendance patterns, recognising the benefits to children from their time at the nursery.

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Behaviour, attitudes and establishing routines Expected standard

Staff manage minor conflicts between children well. They help children to understand their own and each other's feelings, as they learn to problem-solve, take turns and respect each other's wishes. Generally, staff support children well by giving reminders of behavioural expectations. However, on occasion, the messages children receive are inconsistent, which can be confusing as they begin to learn right from wrong.

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Curriculum and teaching Expected standard

The curriculum is designed to support all children's development, including those with special educational needs and/or disabilities, or those who face other barriers to their learning. It is bespoke, broad, and ambitious, designed to support all children's individual learning. Staff use assessment to identify skills and knowledge children have learned. This informs what they teach next. Typically, this ensures children are well supported to continually build on their existing skills in all areas of learning, including their physical development.

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Curriculum and teaching Expected standard

Overall, leaders demonstrate a clear and generally accurate view of the quality of the curriculum and teaching. Leaders understand the importance of spending time in the rooms to support staff's practice and understand what it is like for children who are attending. This enables them to identify strengths and areas for improvement. For instance, leaders support staff to recognise opportunities where children's learning can be extended even further, coaching and guiding staff's everyday practice. This has a positive impact on the quality of teaching and delivery of the curriculum. This means staff generally implement the curriculum well, which supports children to achieve their next steps in learning.

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Curriculum and teaching Expected standard

Children's communication and language skills are a focus. Babies benefit from a language- rich environment, where they confidentially babble and learn first words and numbers. Children hear new words in context, such as 'full' and 'empty'. This enables children to broaden their growing vocabulary and develop an early understanding of mathematical concepts. Older children develop conversational skills, sharing their thoughts and ideas. These opportunities positively impact on children's ability to communicate and actively promote their personal, social and emotional development as they build confidence and a positive sense of belonging and self-esteem.

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Inclusion Expected standard

Leaders and staff team use their knowledge of individual children to promptly identify any gaps in their learning. Those staff with lead responsibility for inclusion recognise the importance of working in collaboration with other staff, parents and carers and any external professionals. They attend training which further supports them in their roles and enables them to provide ongoing advice and guidance to other staff. This enables swift assessment of children's needs and means that tailored support can be put in place. Leaders demonstrate a clear understanding of external referral processes to seek specialist intervention when needed. They understand the importance of involving parents in these processes, as well as working together as children's needs change, to provide consistency between home and nursery.

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Inclusion Expected standard

Generally, children with special educational needs and/or disabilities (SEND) benefit from targeted plans. These incorporate specific strategies and bespoke targets to support their ongoing learning and development. Overall, staff have a secure awareness of these and can incorporate them throughout each child's day. However, this is not consistent, as not all staff are fully aware of children's precise targets when working with them. This does not fully support these children's learning in order for them to make the best possible progress. Despite this, children with SEND do make positive progress towards their goals. Leaders are fully aware the additional funding that can be claimed to support children. They ensure any additional funding is used effectively and monitored to measure the impact on individual children.

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Leadership and governance Expected standard

Leaders are passionate about their roles and are dedicated to promoting the best outcomes for children. Generally, they identify priorities for improvement and support staff to implement these in daily practice which they continue to embed. This supports the continual growth of the nursery and the staff team. Leaders value their staff, recognising the important part they play in children's lives. Leaders are ambitious for all children, including those with special educational needs and/or disabilities, or those who face other barriers to their learning or wellbeing. They understand the importance of positive partnerships with parents and carers. They place emphasis on working together, creating an open and effective two-way flow of information. Parents are highly complimentary of the care and learning experiences their children receive. They value how their children make significant progress in their language

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Leadership and governance Expected standard

development, self-confidence and social skills, which they attribute to the nursery.

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Leadership and governance Expected standard

Leaders ensure staff receive regular supervision sessions and support their continued professional development. Staff have access to a variety of ongoing training and are supported to achieve qualifications. This supports the ongoing upskilling of the staff team, which improves outcomes for children. Staff report a genuine love for their roles and feel that leaders are approachable, inclusive and supportive.

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

Children arrive eager to start their day and babies hold out their arms to welcoming staff. Older children quickly delve into activities and excitedly greet friends. Children demonstrate genuine happiness to attend and have an embedded sense of belonging. Staff get to know individual children and their families, obtaining in-depth information and building positive relationships. This enables staff to build warm and sensitive bonds with children, as they personalise their care, routines and support to meet their needs. Leaders promote the importance of children's attendance to ensure the relationships they form with staff are maintained, supporting consistency in their emotional wellbeing. Children's personal, social and emotional development are extremely well considered and are key strengths here.

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

Children benefit from a broad, ambitious curriculum that includes all areas of learning. Staff understand what children can do and what they need to learn next. This supports children, including those with special educational needs and/or disabilities, or those who face other barriers to learning, to make steady progress from their starting points. Staff skilfully plan an array of play experiences and activities based on children's immediate curiosities and ongoing interests, as well as their individual stage of development. As a result, all children are eager to join in and show positive engagement in their early learning experiences.

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Address:

Type: Childcare on non-domestic premises Children have an abundance of opportunities to be physically active, both indoors and outside. For instance, babies cruise around the carefully planned baby room. This supports their early physical skills. Young children delight as they join in group parachute games and use ride-on toys competently. Older children eagerly access the outdoors, manoeuvring their whole bodies and practising their balance as they complete obstacle courses. They benefit from opportunities to run, climb and jump. This supports children's muscle development, as well as a love for being physically active. informing healthy habits for life. Leaders actively promote children's attendance to help them fully benefit from the range of experiences and activities the nursery provides.

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Next steps

Leaders should ensure all staff are fully aware of precise strategies and bespoke targets, to consistently support children with special educational needs and/or disabilities to make the very best progress possible. Leaders should support staff to give consistent messages to children about behavioural expectations.

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About this inspection

The inspector spoke with leaders, including those with lead responsibility for safeguarding and inclusion, staff, children, parents and carers 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. Registration date: 12/06/2024

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About this inspection

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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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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