Monkey Puzzle Riverside

Monkey Puzzle Riverside

Unique reference number (URN): 2782576 Address: 8-10 Rockingham House, Crow Lane, Northampton, Northamptonshire, NN3 9BX Type: Childcare on non-domestic premises Registered with Ofsted: 10/04/2024 Registers: EYR Registered person: Tiny Whales 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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Behaviour, attitudes and establishing routines Strong standard

Staff act as positive role models and support children to understand and follow behavioural expectations within the nursery. They consistently praise children and engage them in discussions about the choices they make, including how to manage risks safely. Older children demonstrate increasing self-regulation. For example, they wait patiently for their turn during an obstacle course and celebrate both their own achievements and those of their friends.

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Behaviour, attitudes and establishing routines Strong standard

Throughout the nursery, staff prepare children for transitions. In the baby room, staff sensitively prepare children for care routines by explaining what will happen next, such as during nappy changes. This helps children to feel secure and well cared for. Staff also support children when transitioning from outdoor play to mealtimes, ensuring they understand what is happening next. They are attentive to children's individual needs, adapting their interactions and using visual cues and timetables to support all children, including those with special educational needs and/or disabilities, to understand daily routines. Children take responsibility for their environment by helping to tidy away toys and show a sense of pride in their achievements, for example when outdoor equipment is put away.

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Behaviour, attitudes and establishing routines Strong standard

Leaders recognise the importance of regular attendance. They monitor and follow up on non-attendance to ensure children access their full early years entitlement and benefit from the wide range of learning experiences provided.

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Achievement Expected standard

Children develop their language and communication skills through listening to stories and engaging in meaningful back-and-forth conversations with adults and their friends. They gain a secure understanding of daily routines and transitions, which are clear and consistent. Children learn to share, take turns and form positive friendships. Staff support this by introducing strategies such as sand timers to help children manage turn-taking with equipment and resources. Younger children play happily alongside one another, while older children actively include others in their play. For example, they invite their friends to join in imaginative scenarios such as pretending to be firefighters.

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Achievement Expected standard

Children develop their physical skills through a wide range of opportunities to strengthen their core muscles, including climbing and balancing activities. They also refine their small muscle control as they use tools in the sand and manipulate resources such as placing counters into grids, supporting the development of hand-eye coordination.

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Achievement Expected standard

Children with special educational needs and/or disabilities are supported effectively to achieve well. Provision is carefully adapted to meet individual needs, ensuring that all children are well prepared for the next stage in their learning.

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Children's welfare and wellbeing Expected standard

Staff build warm, positive relationships with children. They take time to work closely with parents to understand each child's individual needs and care routines. Staff are aware of safe sleeping for young children and carry out regular checks. Staff ensure hygiene practices are consistently promoted. Children are encouraged and supported to develop their own self-care skills. When younger children need help, staff explain what they are going to do beforehand, for example when changing a nappy or wiping a child's nose. This sensitive approach helps children to feel safe and secure and supports their emotional wellbeing. Staff also support children to manage their emotions and begin to resolve simple problems.

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Children's welfare and wellbeing Expected standard

Staff talk to children during activities to help them manage their personal safety. For example, they explain to children how to use the obstacle course safely. Staff mostly promote children's understanding of healthy lifestyles. They talk to children about the effects of exercise on the body. For example discussing how their hearts beat faster during physical activity, and children enthusiastically tap out their heartbeat on their chests. Staff also discuss healthy eating and provide nutritious food options. Older children are encouraged to serve their own meals, supporting their independence. However, staff do not consistently use these opportunities to promote children's understanding of portion control, which limits their learning about how to maintain a healthy lifestyle.

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Curriculum and teaching Expected standard

Leaders have a clear vision for what they want children to know and be able to do before they move on to school. On entry, staff gather information from parents and use their own assessments to find out what children know and can do. Staff plan activities that are thoughtfully sequenced. Staff adapt activities to ensure all children, including those with special educational needs and/or disabilities have the same opportunities. This enables children to revisit prior learning and build on their skills over time. For example, babies use low-level furniture and equipment to pull themselves to standing, developing early mobility such as cruising and walking. Toddlers benefit from opportunities to use climbing equipment. This helps to strengthen their core muscles. Older children learn to pedal bikes, developing coordination as they navigate space and avoid obstacles.

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Curriculum and teaching Expected standard

Staff regularly share stories with children in both indoor and outdoor environments. Babies sit close to staff, fostering secure and trusting relationships. Older children engage in meaningful conversations and interact positively with their peers during play. Children enthusiastically participate in action songs and rhymes. This effectively supports their language and communication skills and help them to become confident communicators. However, at times, staff do not allow sufficient time for children to answer questions. They sometimes direct questions to other children before individuals have had the opportunity to respond. This limits some children's confidence to express their thoughts and ideas.

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Curriculum and teaching Expected standard

Overall, children are supported to develop independence. Babies begin to feed themselves, and older children recognise their own needs, such as when they are thirsty. They independently pour drinks of water. However, there are occasions when children's independence is not fully promoted. For example, aspects of the room layout mean that some children are unable to access coat hooks independently, with some commenting that they are 'too high'.

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Inclusion Expected standard

Leaders demonstrate a clear understanding of the barriers some children face and maintain high expectations for all. They have established an inclusive culture in which every child is valued and fully included. Leaders use additional funding effectively to provide targeted activities and resources that broaden children's experiences. As a result, all children, including those who are disadvantaged, make progress from their starting points and are well prepared for the next stage in their learning.

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Inclusion Expected standard

Leaders and staff carry out regular and accurate assessments of children's development, identifying any gaps in learning. They work closely with parents and external professionals to support children in making expected progress. Leaders carefully tailor provision with targeted support plans that are consistently implemented, assessed and reviewed. Staff make effective use of visual cues to support children's understanding of daily routines and transitions, helping them to anticipate what comes next. Leaders also develop clear care plans for children with medical needs and allergies, which are prominently displayed and reviewed regularly. This ensures that the individual needs of children with special educational needs and/or disabilities are consistently met.

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Leadership and governance Expected standard

Leaders are reflective and accurately identify the strengths of the setting. They have a clear understanding of the diverse needs of the children who attend, as well as those of the local community. Additional funding is used effectively to ensure that all children, regardless of their background, have equal opportunities to learn and develop. This inclusive approach supports all children, including those with special educational needs and/or disabilities, to make progress and achieve well.

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Leadership and governance Expected standard

Leaders carry out regular supervision meetings and wellbeing checks with staff. Staff report that they feel well supported and that leaders value their ideas and contributions. There are opportunities for staff to attend training and share their learning with colleagues. For example, knowledge gained from recent baby room training is shared across the team, helping to strengthen practice. However, leaders do not precisely identify areas for development. For example, older children are not taught about portion control at mealtimes, limiting their understanding of how to keep themselves healthy.

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Leadership and governance Expected standard

Staff develop positive relationships with parents, sharing information and ideas to support children's learning at home. Parents speak positively about the setting, commenting on the regular communication with staff that keeps them well informed about their child's learning and development.

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

Children are happy and eager to begin their day on arrival at this nursery. Staff greet children warmly, helping them to form positive relationships with caring adults. As a result, children feel safe, secure and settled within the environment. The carefully planned environment promotes children's curiosity. Babies show delight as they explore and develop their physical skills, as they climb steps and use the slide, strengthening their larger muscles. They confidently pull themselves up to standing using low-level furniture, supporting their early mobility and independence.

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

Staff know children well and observe them closely. They spend time gathering information from parents when children join their setting. They find out what children know and can do, as well as any potential barriers to learning. Staff use this information effectively to adapt provision and meet children's individual needs. This helps all children, including those from disadvantaged backgrounds and those with special educational needs and/or disabilities to make progress from their starting points. Staff consistently promote positive behaviour and help children to understand how to make appropriate choices. Children listen attentively, follow instructions, and demonstrate care and respect for others and their environment.

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

Children benefit from spending extended periods outdoors in well-planned garden areas. Older children confidently negotiate space as they climb on obstacle courses, developing their balance and coordination. Staff encourage participation and support children to develop a positive 'can-do' attitude towards learning. As a result, children show pride in their achievements. During these activities, staff introduce mathematical language, for example describing obstacles as 'high' and 'long', which helps children to develop an understanding of early mathematical concepts.

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Next steps

Leaders should support staff to further develop children's understanding of healthy lifestyles, including teaching them about appropriate portion sizes at mealtimes so that they learn how to keep themselves healthy. Leaders should support staff to strengthen their interactions with children by allowing sufficient time after asking questions, so that children can respond fully and feel that their contributions are heard and valued. Leaders should review the organisation of the learning environment, including room layout, to ensure that all children have consistent opportunities to develop their independence.

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Address:

8-10 Rockingham House Crow Lane Northampton Northamptonshire NN3 9BX

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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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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About this inspection

The inspector spoke with leaders, practitioners, parents, the special educational needs coordinator 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.

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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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