Ponteland Private Nursery

Ponteland Private Nursery

Unique reference number (URN): 2507297 Address: 103 Cheviot View, Ponteland, Newcastle upon Tyne, Northumberland, NE20 9BH Type: Childcare on non-domestic premises Registered with Ofsted: 28/11/2018 Registers: EYR, CCR Registered person: R & C Jackson 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

All children are well prepared for the next stage in their learning. Staff know all children well and provide highly effective support, including for those children with special educational needs and/or disabilities. This means all children make swift progress.

p.2

Achievement Strong standard

Children develop their communication skills because staff prioritise talking to them. Children use words and vocabulary that they hear. Some of the youngest children are beginning to repeat words and phrases from their favourite story, 'Stickman'. Older children use a wide range of vocabulary when talking with each other and ask questions to help with their understanding.

p.2

Achievement Strong standard

Children are well prepared for their move on to school and benefit from the consistent support they receive as they transition between different settings. For example, children get to meet their new teacher and go for short visits to their new setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff have very high expectations of children's behaviour. Children consistently behave well because staff act as role models and treat them with kindness and respect. Routines are well established and give children the confidence to explore and develop their independence and thinking skills. Children have consistently positive attitudes towards their learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children get on well and enjoy playing games together. They share, take turns and build positive relationships with staff and their friends. Staff ensure that those children with special educational needs and/or disabilities develop important personal, social and emotional skills to help them connect with their friends. Staff actively adapt the environment to be inclusive and support individual children to develop their skills in accessing the daily routine. For example, they create spaces at mealtimes where children can enjoy their lunch in smaller groups before being part of larger mealtime groups.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders have a secure understanding of their responsibilities and monitor attendance closely. They take a proactive approach to working with families to support them during periods of absence, for example, when families are on holiday, visiting relatives or enjoying religious and cultural celebrations. Leaders ensure that there is regular communication with parents during periods of absence and offer ideas for how families can support their child during these times.

p.2

Children's welfare and wellbeing Strong standard

Leaders have created a comprehensive approach to welcoming new children into the setting. They have attended research-based training on children's attachment and anxiety. This has led to a review of documentation and additional information is now gathered, meaning staff have greater knowledge and understanding of individual children's needs. Leaders have created robust policies and procedures regarding children's personal needs, and staff consistently carry these out to a high standard. Staff actively encourage children to be independent whenever they can. For example, they encourage older children to manage their personal needs. Younger children wash their hands before meals.

p.2

Children's welfare and wellbeing Strong standard

Children develop their understanding of a healthy lifestyle through the activities and experiences that staff plan. Younger children talk about healthy foods in the role-play area. Older children take part in a range of exercises each day and talk about the effect this has on their bodies, such as their heart beating fast and feeling hot.

p.3

Children's welfare and wellbeing Strong standard

Staff help children to learn about their emotions, and this helps them to get on well with each other and form friendships.

p.3

Children's welfare and wellbeing Strong standard

Leaders seek advice from experts and work hard to review their menu in line with recent government guidance. Leaders gather feedback from children and parents and share favourite recipes, following parental requests. Leaders share this work with advisers from the local authority and have plans to share this more widely.

p.3

Curriculum and teaching Strong standard

The curriculum at this nursery is exciting and builds upon children's interests. It is inclusive and helps children develop an understanding of themselves and of the world around them. Children learn about and help their friends celebrate festivals such as Chinese New Year and Eid. They also send birthday cards to local care home residents.

p.3

Curriculum and teaching Strong standard

Communication and language is a central part of the curriculum. Children of all ages enjoy stories, books and songs as part of their everyday routine. Learning opportunities are based on familiar and well-loved stories that appeal to children. Staff consistently demonstrate a clear focus on developing children's language skills by modelling the use of vocabulary and encouraging children to repeat and use this in their play.

p.3

Curriculum and teaching Strong standard

Staff plan mathematical learning systematically to ensure children have secure knowledge and understanding, and it is also embedded into the daily routine. Younger children hear and use mathematics vocabulary in their play, such as big, little, and circle. Older children help staff to count how many children there are each day.

p.3

Curriculum and teaching Strong standard

Staff consistently model kindness and cooperation. As a result, children learn to get along well with each other. Staff know children well and they skilfully support those children with special educational needs and/or disabilities to help them build friendships.

p.3

Curriculum and teaching Strong standard

Children engage in a wide range of activities to support and strengthen their physical skills, such as throwing and kicking balls and using play dough tools.

p.3

Inclusion Strong standard

Leaders have created a highly inclusive culture across the setting. They are proactive in making adaptations to ensure children are supported to achieve and succeed. Leaders are knowledgeable about supporting children with special educational needs and/or disabilities (SEND) and continuously seek out training opportunities to further develop their knowledge. They ensure that staff have access to high quality training, which enables them to support individual children effectively. For example, staff access training for Makaton, which they have used to support the development of communication and language skills for children with SEND.

p.3

Inclusion Strong standard

Children's progress is closely tracked and staff work with leaders to monitor and adjust support appropriately. Staff are knowledgeable about children with SEND. They consistently and skilfully use children's interests as a way of working on identified targets. For example, they incorporate dinosaurs into activities to engage and encourage children with SEND to join an activity and begin to take part.

p.4

Inclusion Strong standard

Leaders work tirelessly with parents and outside professionals to make sure that children receive the support they need to succeed. Leaders use funding in effective ways to meet the needs of individual children, such as one-to-one support, bespoke menus and adaptations to the environment to ensure children with SEND are fully included in daily routines and activities.

p.4

Leadership and governance Strong standard

Leaders create a culture of high expectations and professionalism. They work hard to ensure that the setting is a great place to work. Leaders care about staff and work with them to gather feedback and make positive changes. They ensure that staff have access to a wide range of relevant training. For example, leaders identify specific training for working with babies and to support the development of children's early phonics skills. Leaders monitor this to ensure that it has a positive impact on children's learning.

p.4

Leadership and governance Strong standard

Staff work collaboratively and learn from each other. Leaders ensure that all staff have time to access and complete training during the working day.

p.4

Leadership and governance Strong standard

Leaders consistently and effectively communicate with parents. Parents value the work that leaders do to help their child to thrive. This is particularly evident for those children with special educational needs and/or disabilities (SEND). Leaders work collaboratively with outside professionals and parents to put effective strategies in place to support children with SEND.

p.4

Leadership and governance Strong standard

Leaders understand their responsibilities to ensure that activities and resources are safe and suitable for children. Following a recent incident, leaders took swift and effective action to review and update their risk assessment procedures and provided staff training, which has strengthened practice.

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

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

Children arrive eagerly at the setting and enjoy a wide range of activities that appeal to their interests. They build positive, loving relationships with their key person, and this means that they feel happy, safe and secure. Staff help children to get on well with each other and make positive relationships with their friends. Children become independent learners. They practise key skills such as putting on their own aprons and coats and setting the table ready for lunch. Children say 'please' and 'thank you' and show consideration for others.

p.5

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

Children know about healthy lifestyles and enjoy active learning every day. Children talk about their favourite healthy lunch and about which vegetables the food contains. They enjoy the range of food included in the new menu and ask their parents to make their favourites at home. Mealtimes are sociable and inclusive, where staff and children sit together and talk with each other.

p.5

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

Staff encourage children to develop their physical skills each day. They ride on scooters, dress up and enjoy pirate role play, where they work together to find the treasure.

p.5

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

Children are supported to develop their knowledge and understanding of the world around them, and they show kindness and care towards their friends and others. Children listen to staff and follow instructions. They enjoy helping to take responsibility for their environment and count the resources as they tidy away to make sure there are none missing.

p.5

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

All children, including those with special educational needs, achieve well from their starting points. They develop skills across all 7 areas of learning and are well prepared for the next

p.5

Address:

103 Cheviot View Ponteland Newcastle upon Tyne Northumberland NE20 9BH

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registration date: 28/11/2018 stage of their learning and school.

p.6

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 with special educational needs and/or disabilities.

p.6

About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children and parents 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

About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Registered person: R & C Jackson Limited

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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.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.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