Wonderland Day Nursery

Wonderland Day Nursery

Unique reference number (URN): 2758010 Address: St Mary's Centre, Grassmere Close, Felpham, PO22 7NU Type: Childcare on non-domestic premises Registered with Ofsted: 08/12/2023 Registers: EYR Registered person: Potter's House Preschool Limited

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

Achievement Strong standard

Children make secure and sustained progress from their individual starting points across all areas of learning of the unique curriculum. From the earliest stages, children build extremely positive relationships with their friends and staff. Children become confident communicators. Babies babble away to staff and staff smile and praise their efforts.

p.2

Achievement Strong standard

Children make choices in their play and confidently help themselves to toys and resources. Babies successfully climb into a low tray and show determination as they try to unscrew the lids off bottles. They turn them upside down and listen to the stones inside, showing impressive concentration skills, before shaking the bottles to make the sound louder. Children demonstrate excellent independence, resilience and curiosity. Children who face barriers to their learning are set measurable targets that are regularly reviewed. This helps them to achieve extremely well and gain key skills necessary to confidently move on to the next stage in their learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff have excellent expectations for children's behaviour and they are extremely positive role models. They support children to build friendships with friends. Staff model kindness, share toys, and guide simple turn-taking. Children watch each other play, before joining in with them. Children enjoy their time interacting with staff, receiving praise. Children build warm and responsive relationships with them. Staff listen attentively, show genuine care and use positive language. This helps children develop confidence and a strong sense of belonging.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff understand that each child develops at their own pace, and they plan activities to compliment this. They skilfully consider each child's age, stage of development and individual needs. Staff adapt routines to suit each individual child. For example, they adjust feeding routines and activities. Overall, staff create a nurturing, inspiring environment where children feel valued, supported and ready to learn.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders promote good attendance and punctuality by working closely with parents. They explain why regular attendance matters for children's development. Staff follow up any unexplained absences without delay, to help keep children safe from harm. Parents and carers speak of the staff's high-quality care. Children with special educational needs and/or disabilities are supported through thoughtful adjustments, such as adapted activities, so they can join in confidently.

p.2

Children's welfare and wellbeing Strong standard

Staff provide exceptionally high-quality care that meets all children's individual needs extremely well. Key persons work closely with parents and carers to adapt children's care to suit routines, preferences, and stages of development. Staff ensure children who have special educational needs and/or disabilities, those who face barriers to learning and those who are known, or previously known to social care receive highly effective additional support and careful planning. They track children's progress rigorously and act quickly should they have any concerns. This allows all children to have the same opportunities at the nursery.

p.2

Children's welfare and wellbeing Strong standard

Staff support children's physical development through providing safe spaces to move around, climb, balance and explore. They promote health and wellbeing by following robust hygiene, safe sleep practices, and healthy feeding routines. Children have regular access to the outdoor environment, in all weathers. They walk to the beach, dip their toes in the sea and watch the waves. This helps them to become familiar with their local area and socialise with a wider group of children.

p.3

Children's welfare and wellbeing Strong standard

Staff help children to learn to recognise and express their own emotions. They name emotions and model consistently calm and nurturing behaviour. This helps them to form secure attachments. Children feel safe and secure at the highly organised and calm nursery, because staff know them well. Daily routines for sleeping, weaning, and feeding follow each child's needs precisely. This helps children feel safe and settled.

p.3

Curriculum and teaching Strong standard

Leaders provide a safe and highly stimulating environment where all children feel valued, confident and happy. The curriculum aims to promote secure, nurturing relationships and a deeply rooted respect for childhood. It is thoughtfully designed and carefully shaped around children's interests, alongside a rich variety of cultural events and festivals. Staff accurately assess children's progress to identify what is working exceptionally well and where they can further enhance opportunities for learning. Leaders run highly informative workshops for parents on how to further promote children's learning. This proactive and purposeful approach means that children make rapid progress across all areas of learning.

p.3

Curriculum and teaching Strong standard

Staff understand the vital importance of promoting children's physical, personal, social and emotional development. Children learn to share, cooperate and manage their own feelings with increasing independence. Staff support children's language development expertly by introducing fun singing sessions, musical instruments and engaging in meaningful communication. They use simple sign language to help all children understand what is being said. This helps children become highly confident in their speech and communication.

p.3

Curriculum and teaching Strong standard

Staff promote mathematical learning well through counting and thought-provoking problem solving. For example, children sit on the beach and look at different sized stones. Staff encourage children to observe carefully as they compare the sizes of stones, using mathematical language such as big and small. Staff know all children extremely well, including those with special educational needs and/or disabilities and those who face barriers to their learning. They make skilful and highly effective adjustments so that all children can take part and succeed in their learning.

p.3

Inclusion Strong standard

Staff know children very well. They carefully observe them during play to deeply understand their individual needs. They use these detailed observations along with conversations with parents and carers to plan high-quality activities that promote each child's unique learning, development and wellbeing to the highest level. Staff skilfully remove any barriers to children's learning. For instance, they thoughtfully adapt the daily routine so every child can engage fully and have their individual needs met, such as spending more time in the outdoor environment. Leaders and staff work in extremely close partnership with families and external professionals to fully support children and truly enhance their learning experiences. This allows children to receive targeted support to help them all fully participate fully in the curriculum. Leaders have implemented a detailed transition document when working with

p.3

Inclusion Strong standard

other settings children attend. This supportive, inclusive approach helps children feel confident and extremely valued.

p.4

Inclusion Strong standard

Leaders value staff keeping their knowledge and skills up to date. Recent training on safer sleeping strengthened their already competent knowledge of how to keep children safe. Staff are highly experienced in supporting special educational needs and/or disabilities and they undertake regular training. Leaders are proactive in providing an inclusive environment in which children receive targeted support. This allows them to thrive and flourish.

p.4

Leadership and governance Strong standard

Leaders provide a welcoming nursery where children feel happy, safe and secure. They are highly proactive in putting children's needs first and place great value on the close relationships formed with children's parents and carers. Flexible settling-in sessions, carefully tailored to individual needs, help to put children at ease prior to starting at the nursery.

p.4

Leadership and governance Strong standard

Staff provide children with a rich range of experiences, such as visits to the beach and walks around the local area. These valuable opportunities help to develop children's physical development. Leaders regularly reflect on what is working exceptionally well, and where improvements can be made, taking swift action when necessary. Children with special educational needs and/or disabilities and those who face barriers to their learning are given excellent support. Staff work closely with external professionals and follow guidance carefully to support children and families known, or previously known, to social care. This ensures that all children get the support they need to thrive.

p.4

Leadership and governance Strong standard

Leaders manage staff workload carefully and with consideration for wellbeing. Professional development is a clear priority and staff are able to attend training of their choice to support the needs of children in their care. Recent training around safer eating has significantly reinforced staff knowledge and ensures safety at mealtimes.

p.4

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

Staff prioritise forming strong and secure relationships with children and their families before they even start at the nursery, visiting children in their own homes. They offer settling-in sessions tailored to children's individual needs and to the needs of their family. The enthusiastic and experienced team quickly form strong attachments with children, offering them a safe and secure environment based around children becoming, confident, resilient and curious. Staff work directly with their key children and they are happy and show they feel safe. For example, babies snuggle into staff and smile widely. This demonstrates they have a secure sense of belonging.

p.5

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

Staff create a language-rich environment, offering children a wealth of experiences, such as stories, singing and music and movement sessions. Babies show awe and wonder and concentrate well with their mouths open as they watch staff throw different coloured scarves into the air and glide down again. All children enjoy their learning, planned around their own interests and what they need to learn next. Babies clap along to familiar songs and shake maracas, babbling with excitement. Staff support language development extremely well as they model language and chat away to children. This helps to develop early language and communication skills.

p.5

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

Leaders are proactive and engage external professionals promptly to ensure that children access any additional support they need, reducing any barriers to learning. For instance, staff use picture cards and sign language to support communication with children. Children with special educational needs and/or disabilities receive the timely support they need to make steady progress in their learning. This helps them to thrive and succeed, with the skills for the next stage in their learning.

p.5

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

Staff are positive role models and have high expectations for children's behaviour. They work well with parents to explain the importance and benefits of their children attending regularly.

p.5

Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children.

p.5

About this inspection

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

p.5

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

p.5

Address:

St Mary's Centre Grassmere Close Felpham PO22 7NU

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Potter's House Preschool Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

p.6

Facts and figures used on inspection

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

p.6

0 to 1

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

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.7

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.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.7

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.7

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

p.7

Urgent improvement

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

p.8