Busy Angels Day Nursery

Busy Angels Day Nursery

Unique reference number (URN): 2669311 Address: London Borough Of Newham, Chandos Centre, Colegrave Road, London, E15 1DZ Type: Childcare on non-domestic premises Registered with Ofsted: 29/12/2021 Registers: EYR, CCR Registered person: Choudhary, Nazia

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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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Inclusion Strong standard

Staff consistently make a demonstrable difference to the opportunities that children with barriers to learning receive. They identify individual children's needs effectively. For example, they carry out detailed checks and use this information to support children. Children enjoy a range of print-rich and sensory activities, such as tuff tray experiences filled with cereals, soft cars and vehicles. Children who learn better outdoors have plenty of opportunities to follow their interests, such as climbing or using programmable toys both indoors and outdoors. Leaders help reduce the barriers that children face. For example, they implement targeted 3-month plans to ensure timely and appropriate measures are in place so that children make steady progress suited to their individual needs. Each term, staff set short- and long-term goals for children and hold termly parents' meetings to discuss progress and next steps with families.

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Inclusion Strong standard

Leaders work with external agencies who assess the provision and provide support. They have applied for additional funding; however, in the meantime, they have used their own resources to put strategies in place, including providing individual support. This ensures that children are fully supported throughout the day. Staff also offer strong support to children known to social care. For example, they liaise effectively with the relevant agencies to ensure children and their families receive the help they need.

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Achievement Expected standard

Children make sufficient progress in their learning and development. For example, they confidently ride wheeled toys outdoors. Young babies explore sand and water activities, developing their early sensory skills. Toddlers investigate crystals, learning about different textures and building their sensory awareness. Children take part in wider experiences, such as celebrating Red Nose Day. Children with special educational needs and/or disabilities achieve the skills they need for school. For example, they learn to give eye contact, follow routines and play alongside other children.

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Achievement Expected standard

All children are well prepared for their next stage of learning, including starting school. For instance, they are able to manage their personal needs independently. Children develop their communication and language skills. For example, children listen and respond to stories, helping nurture their love of books. Babies listen and respond to simple instructions, demonstrating emerging understanding.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally support children to resolve conflicts peacefully. For example, older children learn to take responsibility for their actions when they upset their friends. Children have positive attitudes to learning; they are eager to play and join in as soon as they arrive in the morning. They quickly hang up their coats and greet staff and each other warmly. Children play well together, sharing toys and waiting their turn, all of which helps them build important skills for the future. Leaders work to promote the importance of punctuality and attendance. They regularly remind parents why good attendance and punctuality matter, helping to ensure that children make the most of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff plan effectively for children's learning to ensure they are well prepared for school. For example, they follow children's interests and assess their ongoing abilities to inform the next steps in their learning. Staff have secure and caring relationships with the children. They know them well and offer frequent praise and encouragement, which helps to build children's self-esteem and confidence. Staff work appropriately with parents whose children have barriers to learning. For example, they share information about children's behavioural patterns and devise strategies that can be used at home to support the development of positive behaviour boundaries.

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Children's welfare and wellbeing Expected standard

Staff identify children's individual needs quickly. They work closely with parents to support families in accessing the help they need. Staff build effective relationships with children to help them settle and make progress according to their needs. For example, the secure key- person system ensures that children's individual needs are consistently met. Staff talk to children about keeping safe. For example, in the garden, staff remind children how to play safely and use the equipment appropriately. Staff remind children about behaviour boundaries, and they set simple goals to support this, such as using the 'bucket game'. As a result, children learn to share and take turns.

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Children's welfare and wellbeing Expected standard

Staff help ensure that children's care needs are met so that they remain safe and secure. For example, staff supervise children well while they sleep. Mealtimes are enjoyable and support children's health needs. Children also learn about healthy eating as they enjoy healthy, nutritious meals. Children enjoy daily fresh air in the well-resourced garden. They climb, ride wheeled toys and move their bodies freely, helping to support an active and healthy lifestyle. Children learn about a range of festivals with staff to help children develop positive attitudes towards the wider world. This supports children to build respect for others and develop an appreciation of different cultures and communities.

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Curriculum and teaching Expected standard

Overall, leaders sufficiently work well to design a rich curriculum. For example, the nursery's 3 rooms are thoughtfully organised. The baby room, which is new and spacious, reflects the prime areas of learning and offers easily accessible resources and activities for babies. All of which supports children to learn and develop. Staff adequately promote children's language development. For example, they engage in back-and-forth conversations with children during mealtimes and play. However, the quality of language modelling is variable, and staff do not always extend children's vocabulary. For instance, during painting activities with younger children, staff do not describe what children are doing to help build language. In addition, staff do not always add depth to their interactions with children, for example by focusing on how they can challenge children further in their thinking. Staff assess children's individual needs well. Staff suitably support children's mathematical

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Curriculum and teaching Expected standard

development. They provide opportunities for children to build their early understanding of number and shape, such as counting and talking about shapes during sand play activities. Staff support children to feel safe and secure effectively. For example, they form caring and nurturing relationships, which supports children's personal, social and emotional development. Staff support children who face barriers to learning effectively. For example, they use a range of strategies to engage children, such as repeating key words to help develop their understanding and communication.

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Leadership and governance Expected standard

Leaders offer a range of initiatives to help support staff wellbeing and professional development. For example, they organise team dinners a few times a year and celebrate cultural festivals such as Christmas and Eid. Staff are offered spa or massage bookings, regular supervisions, birthday gifts and a 'staff member of the month' award. Leaders also provide a weekly shopping budget for staff snacks, and staff eat lunch with the children. They offer a flexible rota to support personal appointments, extra study days, an open-door policy and additional breaks when staff feel overwhelmed. Leaders support staff through ongoing training, mentoring and opportunities to develop their skills and professional knowledge.

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Leadership and governance Expected standard

Staff work well with parents and offer a variety of ways to communicate important information, supporting effective partnerships with families. For example, they use online journals and other communication tools to share updates. They hold parents' evenings and organise events such as Christmas parties, Mother's Day celebrations, coffee mornings, book reading sessions and graduation parties. Leaders have reviewed and improved the setting, including purchasing new furniture to enhance the physical environment and support children's wellbeing. Leaders accurately assess areas for improvement. For example, since the last inspection, they have added a new baby room and refurbished the nursery.

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Compulsory Childcare Register requirements

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

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Register

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

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

Children are happy and secure in this vibrant and caring nursery. They are valued, which helps them to flourish. They typically develop their independence as they move freely between the indoor environment and the garden. Young babies copy gestures and words. They recognise and point to objects when asked about them; for example, they point to a small water bottle with curiosity. Toddlers enjoy sand play in the garden, moulding and exploring the texture of the sand. Older children take part in games during circle time, listening to staff and to one another. All of this supports children to thrive. Staff plan age- appropriate activities, such as butterfly printing for toddlers, to promote their developing fine motor skills. Children select the colours of their choice and independently squeeze the paint bottles, taking great joy as they watch the paint flow into the trays. Children also talk about fruit as they use dough cutters to make apple shapes. Young babies sit safely outside in the

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

sunshine and splash in the water as staff gently guide and encourage them. They show awe and wonder as they watch each other splashing, which helps to build their confidence and enjoyment.

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

Staff skilfully support children who have barriers to learning. For example, they follow effective, well-sequenced strategies to ensure support is provided at the right time and in the right way. Staff ensure that they observe and assess children's starting points and continue to plan for their next steps in learning. As a result, all children make effective progress and are supported to be ready for school. Children develop friendships easily and are given opportunities to talk about their feelings, which supports their emotional development. Children with barriers to learning and those known to social care are well supported to participate fully in the learning available, helping them make sound progress. Staff also promote the importance of attendance to help ensure children make the most of their learning.

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Next steps

Leaders should strengthen the quality of staff's conversations with children to support children's language and development even further. Leaders should put a focus on supporting staff to add depth to their interactions with children to help them develop further.

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About this inspection

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

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Address:

London Borough Of Newham Chandos Centre, Colegrave Road London E15 1DZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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Age range of children at the time of 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

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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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