Kids 1st - Low Fell

Kids 1st - Low Fell

Unique reference number (URN): EY439477 Address: 2 Telford Close, Saltwell Business Park, Joicey Road, GATESHEAD, Tyne and Wear, NE9 5AT Type: Childcare on non-domestic premises Registered with Ofsted: 16/02/2012 Registers: EYR, CCR, VCR Registered person: Busy Bees Nurseries 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

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have very high expectations for children's behaviour. Staff skilfully model emotional language, helping children to recognise their feelings and manage their impulses effectively. They consistently demonstrate respectful and kind behaviour, supporting children to understand what is expected of them. Cooperative play is well established. For example, children work collaboratively to achieve shared goals, such as creating perching for their bird boxes. Staff actively celebrate children's achievements and consistently recognise and praise positive behaviour, which helps to build children's self-esteem and confidence.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff implement well established daily routines and purposeful activities that effectively support children's confidence and promote their enjoyment of learning within a calm and respectful environment. As a result, children demonstrate that they feel safe, secure and well cared for by kind and nurturing staff. Babies develop strong and secure attachments with their key persons, which provides a reassuring foundation for their emotional wellbeing and supports their early learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff consistently support children to become increasingly independent. For example, older children line up sensibly to scrape their plates after lunchtime. Staff recognise these as key skills children need before starting school. Children with special educational needs and/or disabilities receive support to follow routines and timely reminders. This ensures their full engagement in activities and fosters a sense of security and belonging. Leaders constantly promote the importance of attendance to parents. This helps children form positive habits for future success.

p.2

Children's welfare and wellbeing Strong standard

Leaders and staff create a safe, nurturing environment where children feel happy, secure and genuinely cared for. From the very beginning, staff build strong relationships with their key children and families, quickly developing a detailed understanding of each child's background, personality and preferred ways of learning. This knowledgeable and thoughtful approach strongly supports children's wellbeing. Staff are highly sensitive to children's emotional needs, offering comfort, affection and reassurance so that every child feels valued and understood. Older children explore their surroundings with confidence, reassured by the presence of responsive and attentive adults. Through careful and consistent planning, staff effectively support children's physical development, personal safety and overall wellbeing. Consequently, children begin to develop an early understanding of how to keep themselves healthy and safe. Outdoors, children confidently run, climb and use their imagination as they

p.2

Children's welfare and wellbeing Strong standard

Staff respond sensitively to children's cues, supporting them to recognise, express and manage their emotions. These strong, trusting relationships help children feel confident and ready to explore. Staff encourage children to develop good hygiene routines. Children learn to use the toilet independently and know to wash their hands afterwards and before meals. Staff support children's manners and create a calm social time to come together. They

p.2

Expected standard

routinely enjoy nutritious snacks and meals, which are prepared following government nutritional guidance.

p.3

Inclusion Strong standard

Provision for children with special educational needs and/or disabilities (SEND) is extremely well supported. Leaders are acutely aware of the barriers children face in their learning and development. They expertly adapt the provision to ensure children with SEND can access the curriculum, providing one-to-one support for those who need it. Leaders and staff continually enhance their knowledge and understanding through participating in a wide range of training. As a result, children receive the best possible support through a coordinated approach to prepare them effectively for their future education.

p.3

Inclusion Strong standard

Leaders ensure that they seek support for children with SEND from external professionals as appropriate. They work together to put appropriate targets in place for children, reviewing these regularly to ensure gaps in children's learning are narrowing. Leaders guide parents through the SEND referral process. They work collaboratively with local authority SEND services to complete assessments for education, health and care plans. Leaders and staff work successfully with parents to plan for and review children's progress. They make highly effective use of the early years pupil premium funding to meet children's needs. Leaders are exploring collaborative methods to deepen parents' involvement in the decisions about how this funding is best used. This helps build trust and a shared understanding.

p.3

Achievement Expected standard

All children become confident, independent and motivated learners. They make consistently positive progress across all areas of learning. Children, including those who face barriers to communication, develop effective language skills. They use their existing vocabulary, along with newly learned words, in context and with confidence. This includes mathematical language and concepts. Babies and toddlers begin to use the words and phrases they learn during play. Children also develop a love of books, where they enjoy listening to stories and helping to turn the pages.

p.3

Achievement Expected standard

Children learn the skills they need for the next stage of their education, including starting school. For example, older children manage their own personal care, serve their own meals, dress themselves and follow instructions. Younger children choose resources and activities that interest them. All children demonstrate confidence and gain the language, experiences and understanding they need to continue developing across all areas. This prepares them very well for future learning.

p.3

Curriculum and teaching Expected standard

Leaders and staff have designed a curriculum that is centred on engaging children in exploration and discovery. There is an effective focus on supporting children to lead their own play from an early age. This helps them develop the skills to assess risks, adopt a 'can- do' attitude and build resilience. Staff regularly assess and review children's progress and identify next steps in their learning. However, there are occasions when some staff do not consistently pitch learning intentions at the most appropriate level or plan activities that fully reflect children's stages of development. As a result, children do not always achieve the intended learning outcomes.

p.3

Curriculum and teaching Expected standard

Staff prioritise the development of communication and language skills. They model new vocabulary, repeat children's words and use visual supports to strengthen understanding. Babies benefit from warm, responsive interactions that nurture early language and social development. These high-quality interactions between staff and children ensure that children feel confident and happy and are able to sustain purposeful play.

p.4

Curriculum and teaching Expected standard

Children's early mathematical skills, such as counting, recognising shapes and comparing sizes, are well supported because staff skilfully weave mathematical concepts into play. Children's physical development is prioritised. Babies who are beginning to walk are given frequent opportunities to practise taking steps. Staff offer gentle support and encouragement, holding babies' hands and celebrating their growing confidence and ability. Older children develop coordination and spatial awareness as they climb and move around on trikes and scooters, building important physical skills through enjoyable and active play.

p.4

Leadership and governance Expected standard

Leaders have created a hardworking team that is united in its aim to provide high-quality care and education. Leaders understand the children, families and staff well. Leaders recognise the strengths within their practice, particularly in how they support disadvantaged children and those with special educational needs and/or disabilities (SEND). They provide a rich, engaging curriculum that is adapted to meet children's ongoing learning and development needs. As a result, all children benefit from an inclusive environment and make progress from their starting points alongside their peers. Leaders acknowledge that further work is required to ensure all staff consistently plan learning intentions that are appropriate to children's ages and stages of development to maximise learning.

p.4

Leadership and governance Expected standard

Leaders actively promote staff's wellbeing, fostering an environment where staff feel valued and supported. Regular supervision sessions and observations of teaching and learning are typically conducted to identify opportunities for professional development and enhance staff practice. This approach supports the ongoing improvement of teaching, benefiting all children in the setting.

p.4

Leadership and governance Expected standard

Parents speak very highly of the care their children receive and feel well informed about their children's learning and development. They describe the staff as 'absolutely amazing' and greatly value the support provided to both them and their families. Parents of children with SEND say that staff are proactive and work closely with them, ensuring a shared understanding of how best to nurture each child and meet their individual needs.

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

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are happy at this caring and nurturing nursery. They confidently wave goodbye to their parents and carers at the start of the day, showing that they feel safe and secure and have a sense of belonging. The nursery is a joyful environment where relationships between children and staff are warm and supportive. Staff provide engaging activities that encourage children to learn through their play. They enhance children's learning by revisiting activities and providing targeted interventions, helping to reinforce and embed children's knowledge and skills.

p.5

About this setting

Children learn and achieve well. Staff actively engage them and introduce new concepts in meaningful ways. For instance, when staff recognise that older children are interested in wildlife, they encourage them to explore different animal habitats. Children eagerly use the available resources to design and build their own animal homes, showing focus and creativity. Younger children enjoy playing with play dough. Staff introduce a variety of tools that support the development of fine motor skills and hand–eye coordination as children eagerly use rollers to make the dough flat and use the cutters to make shapes.

p.6

About this setting

Children's behaviour is excellent. They show confidence, resilience and independence in abundance. Children follow the clear expectations set by staff to create a harmonious and respectful play environment. They make great friendships and play cooperatively. This approach nurtures a sense of kindness and collaboration and mirrors the positive qualities modelled by staff. All children develop their physical skills as they run and climb in the well- equipped play areas. These enriching experiences result in consistently high levels of engagement. Children with special educational needs and/or disabilities receive excellent support. The setting's inclusive ethos is embedded in all aspects of practice, with staff working closely with families and external professionals to identify needs early and implement effective, individualised strategies. Leaders and staff promote the importance of regular attendance and work closely with families to support consistent engagement.

p.6

Next steps

Leaders should continue to support staff's understanding of how to plan learning intentions that meet the age and stage of development of all children.

p.6

About this inspection

The inspector spoke with leaders, a designated safeguarding lead, a special educational needs coordinator, staff, 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. Unique reference number (URN): EY439477

p.6

Address:

2 Telford Close, Saltwell Business Park Joicey Road GATESHEAD Tyne and Wear NE9 5AT

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Busy Bees Nurseries Limited

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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.8

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.8

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