Little Rascals Nursery

Little Rascals Nursery

Unique reference number (URN): EY558219 Address: 12 Lonsdale Gardens, Tunbridge Wells, Kent, TN1 1NU Type: Childcare on non-domestic premises Registered with Ofsted: 11/05/2018 Registers: EYR Registered person: Bright Stars Nursery Group 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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Achievement Strong standard

Children and babies feel secure and develop positive attitudes to learning and when mastering new skills. The personal, social and emotional development of children, along with their communication and language abilities, are progressing positively and swiftly from their starting points. This includes children with special educational needs and/or disabilities (SEND) as well as those who are learning English as an additional language.

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Achievement Strong standard

Children self-select activities of their choice from the inspiring environments and access resources to help them initiate their own play. For example, children are fascinated by sensory play, such as sand and water, play dough and using flour and water to create mixtures. Children show sustained levels of concentration and persevere to learn new skills. For instance, when building with magnetic blocks, children concentrate for extended periods of time to make their creations.

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Achievement Strong standard

All children, regardless of their starting points and any SEND or other barriers to their learning, make significant progress in their development. Strategies and early interventions are in place and effective.

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Behaviour, attitudes and establishing routines Strong standard

Staff build strong relationships with children and families and implement clear and consistent routines. Leaders have embedded a culture of harmony and respect, recognising each child as a unique individual. Staff excel in guiding and teaching children how to handle their emotions, which aids in forming strong emotional bonds. Children show great independence and confidence and require minimal assistance from staff. At snack time, children take the initiative to wash their hands and relish the freedom of pouring their own drinks and selecting their own snacks.

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Behaviour, attitudes and establishing routines Strong standard

The staff serve as excellent role models, as seen in the behaviours of the children. Children show kindness towards one another and require minimal adult assistance when it comes to taking turns and sharing activities and resources. It is evident to see how this is embedded in the baby room and further built upon as children transition through the nursery.

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Behaviour, attitudes and establishing routines Strong standard

Established routines for ensuring children's safety are deeply integrated into the daily practices of the nursery. Leaders recognise how crucial it is for children to attend regularly and work collaboratively with parents.

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Behaviour, attitudes and establishing routines Strong standard

Effective and well-established settling procedures guarantee that children are thoroughly ready for their transition into and throughout the nursery. Home visits play a crucial role in helping staff build effective relationships with children and their families. Additionally, settling procedures are tailored to each child and develop gradually to promote their wellbeing and readiness to attend independently. Tools like 'all about me' cards assist all staff in recognising the individual needs of each child, ensuring that they receive consistent care.

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Children's welfare and wellbeing Strong standard

Staff and leaders always place the welfare and wellbeing of every child at the forefront. Leaders diligently oversee and assess policies, training, practices and procedures to uphold this commitment. For instance, they emphasise staff training to ensure that everyone is confident in the policies and procedures designed to keep children safe. Staff have a deep understanding of the children they care for, their families and any possible obstacles to learning. By collaborating with parents and caregivers, staff consistently provide exceptional care to all children, addressing their unique needs.

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Children's welfare and wellbeing Strong standard

Children are joyful and friendly and feel safe. The staff have built strong connections with every child, enhancing their emotional wellbeing. With thoughtfully crafted and integrated routines, children learn about behaviours and habits that promote their welfare and wellbeing, including maintaining a healthy diet and good oral health.

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Children's welfare and wellbeing Strong standard

Children show they thoroughly enjoy their learning. All children engage in the activities and persevere, as staff praise them for their achievements and encourage them to try again if they are not successful the first time. Older children sit and play games together, such as circle games introducing children's names, showing they can wait and take their turn. They are developing the key social skills they will need for starting school.

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Children's welfare and wellbeing Strong standard

Staff support children to manage their feelings and emotions effectively. They talk to them about how they are feeling and how they might feel better. Those working with babies are exceptionally attentive to their needs and routines, making sure they feel happy and safe. For example, parents of babies receive fabric squares that they keep near them at home prior to their babies' arrival. These squares then move to the nursery, offering comfort to the babies during bottle feeding, allowing them to sense their parents' scent.

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Inclusion Strong standard

Leaders and staff know children and their families exceptionally well. They are attentive to children's individual needs and barriers to learning and swiftly identify and put support in place to ensure that all children can thrive and make progress. The nursery has built strong and effective partnerships with parents, which ensures that the information shared about children is consistent, timely and relevant, allowing for any barriers or concerns to be addressed and plans put in place. Leaders prioritise working with other professionals where necessary to ensure that appropriate strategies are adopted.

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Inclusion Strong standard

Leaders have high expectations for all children and ensure that they have a highly trained staff team that understands child development and quickly identifies when children may need additional support. Plans put in place to support children are precisely focused on what they need to develop next and are consistently implemented and monitored alongside parents to measure the impact on the outcomes for children. Furthermore, leaders ensure that funding is targeted appropriately, including for disadvantaged children, to meet their individual needs.

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Inclusion Strong standard

Children who speak English as an additional language are extremely well supported in the nursery. Resources such as dual language books, and strong partnerships with parents,

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Expected standard

allow staff to fully understand how to support children with their routines and meet their individual needs.

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Leadership and governance Strong standard

Leaders are extremely committed in their drive to continuously improve the setting. They constantly reflect on ways to maintain and improve the setting's very high standards. Leaders have created a nurturing atmosphere where employees truly feel acknowledged and appreciated. They are attentive to the development, wellbeing and workload of their team. This approach leads to an impressively low staff turnover rate and cultivates a respectful and harmonious workplace. Leaders offer high-quality training and support to help staff continuously enhance their skills and practices. Employees often reflect on the benefits of consistent training, mentoring and coaching that broaden their knowledge and abilities. For example, peer observations are a time for staff to reflect on their practice and provide feedback to others.

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Leadership and governance Strong standard

Leaders demonstrate excellent methods of collaborating with parents. They provide a wealth of information to parents every day, both face-to-face and through an online app that is shared with staff and used to individualise children's care and learning.

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Leadership and governance Strong standard

The inclusive ethos of the nursery underpins its dedication to providing support for all families, considering the various needs and makeup of each individual and the community. For example, family events are held over the weekend to accommodate working parents. Parents and staff are proud of the nursery and the positive impact it has on those that attend.

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Curriculum and teaching Expected standard

Leaders and staff design and execute an ambitious curriculum for every child, focusing clearly on their personal, social, emotional, physical and communication and language development. They benefit from consistent and high-quality interactions with staff to develop their knowledge and communication and language skills. Staff meaningfully interact with children, asking open-ended questions to extend and develop their thinking. Staff working with babies understand the importance of singing and sharing books with children to encourage their language development. Children are learning about mathematical concepts as they explore shape by placing objects into sorters, count objects and hear numbers in familiar songs.

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Curriculum and teaching Expected standard

Children and babies have ample meaningful opportunities to develop their physical skills. For example, babies are provided with safe opportunities to pull themselves to standing and learn how to take risks safely as they climb steps and explore low-level indoor climbing apparatus. All children also have daily time outside, where they can further practise their physical skills with bicycles and tricycles. Trips out in the local community to the library and local parks also provide occasions for children to learn about keeping safe when out of the nursery. Assessment plays a crucial role in helping staff grasp what children are capable of and what they need to focus on next. This guarantees that activities and interactions are appropriately tailored to assist all children, regardless of any special educational needs and/or disabilities or other learning barriers, enabling them to thrive.

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Curriculum and teaching Expected standard

Nonetheless, the adjustments to routines and transition times have not yet been completely integrated to guarantee that children's engagement and learning remains uninterrupted. Leaders have recognised this as a key area for improvement and are actively working to make transitions smoother.

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

Children flourish in the highly nurturing, supportive and inclusive nursery. The committed and enthusiastic leaders motivate the staff team to develop an inspiring and ambitious curriculum that caters to the learning and development of all children. The consistent, high- quality teaching from knowledgeable staff, who understand children's individual needs and barriers to learning, means all children, including those with special educational needs and/or disabilities, are making excellent progress from their starting points.

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

Babies and children engage in activities with eagerness and inquisitiveness. They have a desire to explore and want to know more. Staff consistently and effectively model language, encourage communication and guide learning. All children develop skills, confidence and independence. The nursery has highly effective strategies in place to support all children's development. For example, staff demonstrate an in-depth knowledge of children and identify any emerging needs early to ensure that children receive effective support. Children flourish and demonstrate they are happy and content.

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

Children show that they feel safe and secure and experience high levels of wellbeing. They achieve, belong and thrive because staff actively nurture them. The highly effective settling procedures, which include home visits, ensure that children are well prepared for their transition to nursery. Key staff collect a rich array of information to create an inclusive atmosphere where children feel at ease. For instance, children who are new to the nursery part from their parents without difficulty and swiftly build strong bonds with their key person. This supports their emotional wellbeing effectively. Children show that they are relaxed and comfortable when drifting off to sleep and adapting to their daily routines away from home.

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

Children demonstrate excellent behaviour. They play alongside one another, show kindness and enjoy carrying out tasks. The environment meets the children's needs superbly, which is reflected in children's levels of engagement. Furthermore, staff teach children how to care

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Address:

12 Lonsdale Gardens Tunbridge Wells Kent TN1 1NU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Stars Nursery Group Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 for and respect their environment and resources. For example, when playing with sand, children help to sweep up and learn how it could become a slip hazard.

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Next steps

Leaders should continue to develop and implement plans to ensure that routines and transitions meet children's needs and learning is not interrupted.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator, 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. Local authority: Kent

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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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