Serendipitys Day Nursery and Pre-school

Serendipitys Day Nursery and Pre-school

Unique reference number (URN): EY377210 Address: Cotgrave Futures Building, Candleby Lane, Cotgrave, NOTTINGHAM, Nottinghamshire, NG12 3JG Type: Childcare on non-domestic premises Registered with Ofsted: 09/06/2008 Registers: EYR, CCR Registered person: Serendipitys Child Care Services 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

Generally, children progress well in their development. Babies are supported to learn positional language through their play. This includes when staff ask them to go up steps and down slides on apparatus. Babies are supported to develop their balance and strength in their legs as they pull up to standing to join planned activities at tables. Pre-school children remember previous learning about the life cycle of a butterfly. They share their knowledge with staff that caterpillars nibble small holes in a cocoon before they turn into a butterfly.

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Achievement Expected standard

Children with special educational needs and/or disabilities are supported to close gaps in their learning. For instance, they develop their language skills through group times and watching staff's faces when they talk. Others develop their concentration and focus as they begin to sit with their peers to eat and extend the time they spend at activities.

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Behaviour, attitudes and establishing routines Expected standard

Overall, leaders and staff manage all children's behaviour in an age-appropriate way. They use simple language to explain to babies the behaviour they want to see, such as to put their bottoms down when they sit at the top of a low-level slide. Staff give babies plenty of praise to help raise their self-esteem and confidence. Toddlers receive stickers from staff for positive behaviour, such as when they help to sweep the floor and clean tables. Staff support pre-school children to learn rules and boundaries, such as to use their hands kindly and to walk indoors. This helps children to understand behavioural expectations, develop positive relationships with others and learn how to promote their safety. Adaptations are made by staff to meet children's individual behavioural needs.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand and share with parents the importance of children attending regularly, such as to build relationships with staff and their peers and providing consistency for children in preparation for their move on to school. Generally, children show that they understand routines staff implement during the day. However, sometimes, staff do not support pre-school children outdoors as effectively as indoors to help tidy away toys. Furthermore, staff do not give toddlers clear instructions about when they want them to tidy away toys. This is confusing for children.

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Children's welfare and wellbeing Expected standard

When children first start attending and move rooms in the nursery, they visit at certain times of the day. This helps them to become familiar with staff and the environment gradually. For instance, children visit firstly to play with toys and resources and then extend this as they attend during meal and sleep times. This helps to promote children's emotional wellbeing when they face changes.

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Children's welfare and wellbeing Expected standard

Leaders and staff offer children a balanced diet, offering regular meals, snacks and drinks during the day to promote their health. Information about foods children are offered is provided for parents, so they know what their children are eating. This includes sharing menus and providing information about individual children's eating habits on an online app. If children face barriers to their wellbeing and welfare, such as individual dietary or medical needs, staff work with parents to help them meet these.

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Children's welfare and wellbeing Expected standard

Staff provide children with a safe environment, asking them to help to maintain this. Children take responsibility for helping staff to clean tables. Children learn aspects of how they can keep themselves safe. Staff ask children about what they need to do when food is hot. Children reply they need to blow on it. Staff carry out fire evacuation drills with children, helping them to understand how to evacuate the building safely.

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Curriculum and teaching Expected standard

On the whole, children progress well from their starting points in learning. This includes children who face barriers to their learning. Leaders and staff identify a curriculum to support children's communication and language skills and independence. Overall, they do this well. However, sometimes, the implementation of the curriculum design to support all children to develop their early speaking skills is not consistent. For example, not all staff's interactions during some daily routines reflect leaders' expectations to communicate to babies.

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Curriculum and teaching Expected standard

Staff's teaching includes modelling how to complete tasks for children to copy. For instance, babies copy staff to stack and build towers, supporting their hand–eye coordination and concentration. Staff plan activities that enable all children to follow their interests, such as in insects. For instance, toddlers are offered experiences to see different insects and develop their imagination and creative skills when they make pretend insects using dough. Pre- school children learn about the life cycle of bees and caterpillars.

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Curriculum and teaching Expected standard

Staff provide experiences for children to develop their physical skills. Babies kick balls back to staff to help develop their balance and coordination. Staff plan music activities where they help children explore how to move their bodies in different ways. Pre-school children climb on tyres outdoors, supporting their balance and coordination.

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Inclusion Expected standard

Leaders support staff to continuously build on their knowledge of how to meet children's individual needs. This results in staff supporting children with special educational needs and/or disabilities well. The early identification of children's emerging needs helps staff to recognise how to support children. They identify and implement targeted plans that are tailored to each child's needs. These are reviewed regularly to assess the impact the support is having and are developed to meet children's changing needs. This individual support helps children to progress in their development.

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Inclusion Expected standard

Additional funding that some children receive is spent appropriately. This includes providing one-to-one support from staff to offer children individual help to meet their targets. Furthermore, resources are purchased to help children manage their behaviour.

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Inclusion Expected standard

On the whole, children receive support to reduce any barriers to their learning. However, staff do not help all children to learn about their families' cultures and traditions to help them understand about similarities and differences between themselves and others.

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Leadership and governance Expected standard

Leaders and staff keep parents informed about their children's care and learning well. Parents access an online app where they can see activities children engage in, their next steps in learning, care routines and how they can continue to support their children's learning at home. This includes receiving advice from staff to support their children's toileting habits and to manage their behaviour.

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Leadership and governance Expected standard

Leaders have made recent improvements in the nursery due to having a higher intake of babies attending. The changes include moving rooms around to provide babies with more space and easier access to outdoor learning. Although leaders reflect on the effectiveness of the setting well overall, they do not identify some next steps for improvement to build on children's experiences. For instance, leaders do not identify where staff are not fully supporting all children to learn about their families' cultures, to embed routines or to implement a highly effective curriculum to support babies' early speaking skills.

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Leadership and governance Expected standard

Leaders support staff's practice and wellbeing through, for example, regular meetings to discuss what they are doing well and how to develop their practice. Regular check-ins with staff help them to feel supported with their wellbeing. Staff build on their professional development. They attend training that helps to develop their understanding of how to support children with special educational needs and/or disabilities. Furthermore, it helps staff to plan activities more precisely to support babies' sensory development.

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Leadership and governance Expected standard

Leaders and staff arrange visits for children to learn about their local community. For instance, staff take babies to a library where they listen to stories to help them develop a love of books.

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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 greeted warmly by leaders when they arrive. They confidently go to staff for reassurance and comfort when needed. For instance, babies hold out their arms for staff to pick them up. Toddlers give staff cuddles before they leave the nursery. Pre-school children are keen to share their thoughts and views with staff and their peers. These interactions help children to develop positive social skills and feel safe and secure.

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

Children's attendance is monitored. If they do not arrive when expected, leaders and staff contact parents to establish the reasons why. This contributes to promoting children's welfare.

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

Overall, children achieve well from their starting points in learning. This includes children with special educational needs and/or disabilities. Parents work in partnership with staff to meet children's individual needs, including working with other professionals. Adaptations to teaching support children to close any gaps in their learning. For instance, when toddlers need support with their communication skills, staff provide small-group times that focus on building their speaking skills. Furthermore, some children are invited to sit opposite staff at group times, enabling them to see staff's faces so they can hear words clearly. Children experience different ways to make marks to support their physical skills and imagination. Babies copy staff as they use chalk to make marks on a board. As toddlers listen to music, they share brushes and paint to make marks on cling film that is wrapped around the legs

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

on upturned tables. Pre-school children use balloons dipped in paint to make circular marks on large paper. These activities help children to develop the muscles in their hands in preparation for early writing when they move on to school. The curriculum is planned to

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Address:

Cotgrave Futures Building Candleby Lane, Cotgrave NOTTINGHAM Nottinghamshire NG12 3JG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Serendipitys Child Care Services Limited promote children's independence. Children make choices about activities and resources they play with. Pre-school children use utensils to serve themselves food at mealtimes.

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Next steps

Leaders should strengthen the support for staff to implement the curriculum consistently to build on children's early speaking skills. Leaders should further support staff to help all children understand their expectations for daily routines, such as during tidying-up times. Leaders should help staff to develop their knowledge of how to identify and implement support to help children learn about their own and others' cultural differences.

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About this inspection

The inspector spoke with leaders, staff 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. Register(s): EYR, CCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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About this inspection

Local authority: Nottinghamshire County Council

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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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