Children's Links - RAF Waddington

Children's Links - RAF Waddington

Unique reference number (URN): 2783793 Address: Newhall House, High Dyke, Waddington, Lincoln, LN5 9WL Type: Childcare on non-domestic premises Registered with Ofsted: 15/04/2024 Registers: EYR, CCR, VCR Registered person: Children's Links

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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 have daily access to a wide range of resources and activities to support and develop their skills. Children benefit from well-planned activities and supportive staff. For example, babies develop the confidence and skills to independently use scoops and jugs to transfer dyed pasta from one jug to another. Older children use their developing language and social skills to chat happily with their friends as they play.

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Achievement Expected standard

Children with special educational needs and/or disabilities, and those who face barriers to learning, are consistently supported to learn new skills in small and achievable steps.

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Achievement Expected standard

Children make good progress from their starting points with a clear curriculum focus on developing positive relationships with staff. Children develop independence skills that help them for their next stage of learning. For example, children serve their own meals at lunchtime. Children confidently navigate the new room as they transition in the nursery and settle well. Overall, children progress well.

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Behaviour, attitudes and establishing routines Expected standard

Staff respond to children's needs calmly and sensitively. This promotes consistently positive behaviour across the setting. Staff promote positive behaviour with words of praise, 'high fives', clapping and consistently talking about 'kind hands'. The children behave well and follow routines with increasing confidence throughout the rooms. For example, children independently collect their plates and cutlery for lunchtime and sit at the table. Children are learning to resolve small disagreements and to take turns and play cooperatively. For example, children work together to agree the order in which they will take turns to use a bubble wand outside.

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Behaviour, attitudes and establishing routines Expected standard

Staff understand how to support children to become increasingly confident as they gain more confidence. Routines are consistent throughout the nursery. This supports children effectively as they prepare to transition from one room to the next. Children settle confidently as many of the routines and experiences are consistent and familiar.

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Children's welfare and wellbeing Expected standard

Leaders effectively consider the unique situation and challenges that children and parents in the military community face. For example, they provide resources to help children understand, and to be reassured, when a parent is on deployment.

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Children's welfare and wellbeing Expected standard

Staff know their key children well and are attentive to their emotional needs. They use the knowledge they gather from parents to provide the right support when children arrive at nursery and throughout the day. The warm, trusting bonds that staff nurture help the youngest children to feel safe and secure. As a result, families feel supported and praise the setting for how well their children settle. For example, one parent spoke of how staff will ensure favourite items are ready for their child's arrival to help them settle.

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Curriculum and teaching Expected standard

Leaders have developed a balanced curriculum in line with their values and ethos. This is well sequenced and supports all children to make progress. The curriculum places a clear emphasis on supporting children's independence skills. For example, resources in the baby room are lowered to aid access and promote babies pulling themselves up.

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Curriculum and teaching Expected standard

Children confidently navigate the setting and independently select resources and revisit activities. Staff regularly assess and review children's progress and identify next steps for their learning. However, at times, staff do not consider how to adapt their interactions during activities to extend the learning of the most able children.

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Curriculum and teaching Expected standard

Staff place a focus on ensuring that children develop the key knowledge and skills needed for future learning. For instance, children talk about what they are making using the play dough and how they are drawing pictures in the pre-school room, while 2-year old children match jigsaw pieces and shape sorters.

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Curriculum and teaching Expected standard

The outdoor space is used daily by all children, and children engage in active play both indoors and outdoors. Staff discuss with the children the opportunities outdoor spaces provide them for safely running, jumping and climbing. Pre-school children practise using coordination and balance when riding bikes.

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Curriculum and teaching Expected standard

Staff generally implement the planned curriculum well. For example, they provide a range of songs and interesting conversations throughout the day, promoting children's language development effectively. They also read stories and encourage children to develop a love of books. However, there is some inconsistency in the teaching of mathematics as some staff are more skilled than others in using opportunities to introduce mathematical language and ideas as children play. Overall, mathematics is not promoted quite as effectively as all other areas of learning.

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Inclusion Expected standard

Leaders ensure that children's individual needs are carefully assessed and additional support is identified at the earliest opportunity. Expertise is shared in the team, which helps to promote best outcomes for all children. Leaders have a secure understanding of the provision and make adjustments where needed to ensure access for all. Leaders and staff work closely with other professionals to ensure children receive the right support and make the progress they are capable of.

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Inclusion Expected standard

Staff confidently highlight children's needs and have an open culture of removing barriers to learning. Leaders use additional funding effectively to ensure children can fully access the provision.

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Inclusion Expected standard

Staff recognise children's needs and implement support where needed, for example by using language to discuss their feelings and providing resources to help children regulate their emotions. Parents comment on the use of funding to support their child and how it allows them access to their full entitlement.

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Leadership and governance Expected standard

Leaders have worked hard to embed a safeguarding culture in the setting and an inclusive approach to teaching and learning. Recruitment procedures are effective, and new staff are supported well. For example, they receive a thorough induction and attend relevant training to understand the responsibilities of their role. Leaders empower staff to make decisions in relation to their key children, such as how best to use additional funding to meet the unique needs of the children for whom it is allocated.

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Leadership and governance Expected standard

Leaders are committed to ongoing improvement to promote the best outcomes for all children and place importance on the children's and families' wellbeing. This is embedded throughout the setting. For example, staff confidently discuss how adjustments have been made to remove barriers to learning, buying resources to support self-regulation and ensuring children's needs are met. Leaders use a range of practical methods to meet children's needs, such as colour-coded plates to make it easier to monitor that children's dietary requirements are met.

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Leadership and governance Expected standard

Staff feel supported and talk of robust induction procedures, training plans and staff meetings all being used to support their wellbeing.

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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 are greeted warmly by staff, and interactions are consistently focused on positive wellbeing. Leaders and staff gather important information from parents to get to know the families and establish how they can support them, to ensure the children's needs are met. This allows the children to feel settled and secure. Children show this as they contribute to tasks independently, for instance by giving other children their water bottles and choosing the book to read at group time by voting.

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

During outdoor play, children show how they can solve conflict through discussion and turn- taking independently. This use of language in supporting emotional regulation is consistently used throughout the setting. Children are clear about staff's expectations for their behaviour, and behaviour throughout the setting is positive.

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

Children show increasing concern for their own and others' welfare as they discuss the need for red plates at lunchtime due to individual allergies. Mealtimes are well thought through and support independence as children access their own resources. Children develop increasing independence skills as they transition through the setting, and this prepares them well for school.

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

Children show excitement when engaging in activities with their friends and explore the range of resources available to them. A love of books is fostered throughout the setting. Leaders work closely with the community to gain funding to provide a lending library, available for all who attend the setting. Staff share stories with children, and staff successfully explain to children how a person may be angry, using age-appropriate resources to help them understand.

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Address:

Newhall House High Dyke Waddington Lincoln LN5 9WL

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR, CCR, VCR Leaders work closely with parents to ensure all children benefit from regular attendance. This helps to ensure the safety and wellbeing of children and enables them to thrive.

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Next steps

The provider should support staff to plan more effectively to extend the learning of the most able. The provider should enhance the delivery of the curriculum for mathematics to offer a consistent approach to mathematical learning in the setting.

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About this inspection

The inspector spoke with leaders, staff, parents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 05:30

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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

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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