Shambles Day Nursery

Shambles Day Nursery

Unique reference number (URN): 2634772 Address: 10 The Shambles, Bradford-on-avon, BA15 1JS Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2021 Registers: EYR, CCR, VCR Registered person: Blousie and Frank 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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Achievement Expected standard

All children, including those with special educational needs and/or disabilities or barriers to their learning, typically achieve well and make progress from their starting points. They develop key skills and knowledge needed for school and their future learning. Babies crawl, walk and climb as they explore the environment. They handle small objects and toys with increasing control. For example, they match three-dimensional shapes to the correct holes in shape sorters and push them through with accuracy.

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Achievement Expected standard

Older children listen, focus and concentrate for extended periods. They communicate their ideas clearly and ask questions to deepen their understanding. For instance, when looking at rainforest animals, they ask, 'Why is it called a spider monkey?' Children develop social skills as they share resources, often without adult support. Younger children use storytelling language as they use puppets and props to retell the story of 'The Three Little Pigs'. Children develop early mathematical skills. Younger children join in with counting songs and count the sounds of wooden instruments as they tap them together.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well. Staff use a range of strategies to help children regulate their emotions and manage their behaviour in ways that suit their age and stage of development. Staff build secure relationships with children. Babies hold out their arms to familiar adults, who respond with cuddles and gentle reassurance. New children settle quickly. They arrive smiling and separate confidently from their parents and carers.

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Behaviour, attitudes and establishing routines Expected standard

Children engage in their play and show a clear interest in learning. For example, they show excitement during a listening game as staff describe and reveal hidden objects. Staff establish clear routines and prepare children for change. They use reminders and visual prompts, such as 'now' and 'next' cards. Staff adapt their language and allow extra time for children who need additional support during transitions.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with each other. Babies hug each other as they sit and play. Young children pass plates carefully at the table and notice when others need help. Older children work together to tidy away toys. Leaders recognise the importance of regular attendance and punctuality. They work with parents to promote this.

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Children's welfare and wellbeing Expected standard

Staff follow safety and hygiene procedures to promote children's welfare and wellbeing. They teach children how to stay safe on local walks, such as reminding children to walk close enough to touch the wall so they can move safely along pavements. Staff provide extra support for children who find these outings more difficult or overwhelming. Staff tailor sleeping and care routines to meet the needs of babies and younger children. They typically work closely with parents and carers to ensure consistency between home and the setting. Children prepare healthy foods for lunch each day. Staff encourage them to eat vegetables before other parts of their balanced meal. They remind children to sit safely while eating and organise seating to supervise those with dietary requirements or intolerances. When children feel overwhelmed at mealtimes, staff support them to eat in smaller groups or quieter spaces.

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Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing. They respond promptly, listen to children's views and value their ideas. Staff acknowledge children's achievements, perseverance and contributions. Children form secure attachments with their key person. For example, babies hold out their arms to familiar adults, who respond with cuddles and use calm and soft voices. This helps children to feel safe and settled. Parents comment that their children 'are loved and cared for'.

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Curriculum and teaching Expected standard

Leaders design an ambitious and broad curriculum. Staff generally implement this well through positive and encouraging interactions. They assess children's progress regularly to identify gaps in their learning. Staff use this information to plan children's next steps in learning. However, group activities are not consistently well planned or purposeful. As a result, staff do not always extend all children's skills and knowledge during these focused times.

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Curriculum and teaching Expected standard

Staff deliver the communication and language curriculum effectively. They use clear language, model vocabulary, share books and sing songs. Staff introduce a wide range of words as they play alongside children. For example, they name parts of a plant and explain why flowers smell as older children create their own flowers and choose scented oils to add to the stamen. Children listen well and repeat this new vocabulary.

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Curriculum and teaching Expected standard

Children access a wide range of physical experiences. Staff use the environment creatively and encourage children to be active every day. For instance, children choose to move between rooms using slides and chutes. Staff teach children of all ages to do this safely. They help children to manage risks appropriate to their stage of development. These experiences support children's body control and coordination.

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Curriculum and teaching Expected standard

Children learn about their local environment and community each day. They visit local shops, speak with shopkeepers and buy fruit and vegetables to eat in a 'secret garden'. Staff use these opportunities to support children's personal, social and early mathematical development. Children receive support to talk about their feelings. Staff sensitively remind children to think about others as they share and take turns.

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Inclusion Expected standard

Assessment and monitoring procedures are effective and are used to help staff identify gaps in children's learning in a timely manner. Leaders work with staff and offer training to enable staff to make appropriate adaptations and/or use additional resources and equipment to help children with special educational needs and/or disabilities access all learning opportunities. However, staff are not consistently well informed about children's individual learning and development needs. This does not enable staff to confidently and consistently support all children during group activities. Leaders and staff understand local procedures and know how to seek additional support. Staff follow advice from professionals and share relevant information when children attend other settings. Leaders understand how to support disadvantaged children. They target additional funding effectively to give children the experiences they need to achieve. For

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Inclusion Expected standard

example, staff use funding to ensure all children are able to attend regular swimming sessions.

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Inclusion Expected standard

Staff regularly review the support they put in place to ensure it improves children's learning. They work closely with parents and carers to promote continuity. For instance, staff provide 'sound bags' and share these with parents to support children who need additional help with their communication and language.

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Leadership and governance Expected standard

Leaders understand children, families and the local area. They use this knowledge to make timely adaptations and remove barriers to children's learning. Leaders target funding effectively to widen children's experiences. For example, they ensure all children access activities, such as yoga and forest school.

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Leadership and governance Expected standard

Staff say that leaders support their wellbeing and manage their workload well. Leaders regularly monitor staff practice to identify support needs and provide training and guidance. However, they do not consistently focus this work on ensuring staff have a clear understanding of children's individual learning needs. This limits how consistently staff deliver a purposeful curriculum and support all children during focused group activities.

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Leadership and governance Expected standard

Leaders and staff maintain positive relationships with professionals and schools. They make timely referrals for additional support and meet with school staff to plan smooth transitions for children. When children attend more than one setting, staff share plans and strategies to support consistency.

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Leadership and governance Expected standard

Partnerships with parents and carers are positive. Parents speak highly about the care their children receive. They value regular communication about learning and say this helps them to support their children at home.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 enjoy their time at this welcoming and friendly setting. They benefit from staff's positive and encouraging interactions. Leaders design a broad and well-sequenced curriculum. Staff generally deliver the curriculum effectively. They provide a wide range of learning opportunities to help all children, including those with special educational needs and/or disabilities, develop the skills and knowledge they need for school and beyond. For instance, older children engage for extended periods in a creative activity. They create a

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Inspector:

Mikaela Jauncey large-scale collage using pictures they have painted based on a jungle theme. Children share glue and scissors with their friends and show pride in their finished artwork.

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Inspector:

Staff's caring and responsive approach helps children to quickly form secure relationships with their key person. Children demonstrate that they feel safe and settled as they separate confidently from their parents and carers and invite staff to join their play. Babies hold out their arms for cuddles and take toys to their key person. Young children confidently explore the environment. They go down slides, climb across nets and walk over wooden bridges, asking for help when they need it.

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Inspector:

Clear induction processes and carefully planned transitions help children to understand what is expected of them. Children follow routines and typically behave appropriately. They show care and respect for staff and each other. For example, older children make space for younger children to sit in a circle, inviting them to sit next to them.

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Inspector:

Partnerships with parents are effective. Staff collect and use information well to tailor children's care routines to their individual needs. Parents value the regular communication they receive about their children's learning and progress. Leaders promote regular attendance and work with parents to ensure children gain the most from their sessions.

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Next steps

Leaders should develop the delivery of the curriculum in group activities to ensure they are purposeful and well planned and consistently support children's learning and progression. Leaders should strengthen practice for staff so they are well informed about children's individual learning and development needs, to enable them to confidently and consistently provide support for all children.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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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Address:

10 The Shambles Bradford-on-avon BA15 1JS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Blousie and Frank Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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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

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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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