Care With Cuddles

Care With Cuddles

Unique reference number (URN): 2550207 Address: Care With Cuddles, Lead Road, Greenside, Ryton, NE40 4BS Type: Childcare on non-domestic premises Registered with Ofsted: 13/08/2019 Registers: EYR, CCR, VCR Registered person: Richardson, Lorraine Amanda

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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 (SEND), those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing, are well prepared for the next stage in their learning because their skills are developed well, particularly across the prime areas of learning.

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Achievement Expected standard

All children develop the language and communication skills they need because they join in with songs, rhymes and stories and share their thoughts and views with their friends. Children with SEND are supported to develop their communication skills through the use of Makaton.

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Achievement Expected standard

Children develop their personal, social and emotional skills, and this helps them to make friends with others, take turns and share. Children who may face other barriers to their learning and/or wellbeing are supported to manage big emotions because they have one-to- one support and access to quiet, calming spaces when needed.

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Achievement Expected standard

Children are supported to close gaps in their learning because staff create and follow individual support plans, including those children who are known (or previously known) to children's social care. For example, staff help children to build positive relationships, and this helps them to develop their confidence.

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Behaviour, attitudes and establishing routines Expected standard

Staff quickly build positive relationships, and this helps children to settle and feel secure. As a result, children typically play happily, and there is a calm atmosphere in every room within the setting. Staff support children who are new to the setting well to quickly feel calm and safe.

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Behaviour, attitudes and establishing routines Expected standard

Children of all ages behave well, including those with special educational needs and/or disabilities (SEND). They know and follow the rules and have a secure understanding of the routines. For example, staff give additional cues and reminders to children to help them prepare for transitions and changes in routines. This means that children know and understand what is happening next.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations for children's behaviour and they talk calmly and kindly to children. This helps children to understand the expectations. Staff praise children's efforts, and this reinforces the high expectations.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children with SEND effectively to develop their awareness of their friends' feelings. For example, staff help children to be aware of how others are feeling because they support them to be able to identify and name emotions.

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Behaviour, attitudes and establishing routines Expected standard

All children have a positive approach to their learning and are curious and eager to be involved in learning experiences, including those children with SEND. For example, staff ensure that children are supported to share their thoughts and ideas during circle time by giving extra time to think of their response or by helping children to formulate sentences verbally.

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Behaviour, attitudes and establishing routines Expected standard

Leaders know and understand the importance of attendance and have appropriate policies and procedures in place to support this.

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Children's welfare and wellbeing Expected standard

Positive key-person relationships are quickly established, and this supports children to feel safe and secure, particularly those children who are new to the setting. Where children do become unsettled, they are quickly and sensitively supported by their key person.

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Children's welfare and wellbeing Expected standard

Staff are interested in children's lives and ask them questions, encouraging them to share their views and thoughts with their friends. Children develop a sense of their own identity by celebrating their individuality, and they develop a sense of belonging by building positive relationships with staff and their peers.

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Children's welfare and wellbeing Expected standard

Leaders ensure that there are effective policies and procedures in place for sleeping, weaning and feeding. Children's personal care needs are sensitively met because staff have a clear understanding of these processes and confidently implement them. Positive relationships with parents ensure that the setting has all the information to support each child. For those children with special educational needs and/or disabilities and those who are known (or previously known) to children's social care, staff work closely with parents to ensure that individual care needs are met. Staff keep parents up to date with all relevant information to ensure continuity of care.

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Children's welfare and wellbeing Expected standard

Children enjoy healthy, nutritious food and talk about healthy ingredients in meals. They understand why it is important to wash their hands before they eat and can talk about why this is important. Children say 'please' and 'thank you' at mealtimes and chat with their friends and staff, making lunchtime a sociable experience for them.

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Curriculum and teaching Expected standard

Leaders create a carefully thought-out and progressive curriculum and ensure it is generally taught well. Staff typically show a secure understanding of what they want children to learn, and they can talk about how they adapt this to meet the needs of the children, including those with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing. For example, fidget toys are available to support children with their concentration skills during story time, and one-to-one support is given to children to help them manage their emotions during transition times.

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Curriculum and teaching Expected standard

Leaders seek advice and actively work with outside professionals and staff to drive improvements forward. Staff can talk about the newly implemented approach to planning and how they are meeting children's next steps through the activities they offer. However, high-quality teaching is not yet consistently embedded throughout the nursery.

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Curriculum and teaching Expected standard

Children develop a love of stories because staff prioritise using a range of texts as a basis for learning. Staff model appropriate vocabulary and encourage children to use this in their play. For example, children can retell their favourite stories and act these out using small- world resources.

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Curriculum and teaching Expected standard

Staff teach mathematics explicitly and incorporate it into the daily routine. For example, staff model and teach the children about capacity through exploring filling and emptying containers. Children also join in when counting how many cups are needed at snack time. This means that children have a secure understanding of mathematical concepts.

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Inclusion Expected standard

Leaders work closely with parents to ensure they have a whole view of each child, gathering all information needed when a child starts attending the setting. They use this information to create a bespoke starting timetable for each child. Leaders continue to work closely with parents to make appropriate changes to plans and provision, particularly for those children with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing.

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Inclusion Expected standard

Leaders support staff to use a graduated approach to supporting children's needs. They seek advice from a range of outside professionals, such as speech and language therapists and educational psychologists, and they create personalised plans for children to help close gaps in learning. They track children's progress and adjust support accordingly.

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Inclusion Expected standard

Funding is used effectively to provide training and resources to support individual children's needs. For example, staff use Makaton to support the development of children's communication skills, and autism awareness training gives staff a range of skills to support children with SEND to access learning in the setting.

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Leadership and governance Expected standard

Leaders have ensured continuity during recent changes in staffing, and they have driven forward improvements to further develop the quality of teaching. They intend to continue monitoring and supporting all staff to ensure they continue to offer a high-quality learning experience for all children.

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Leadership and governance Expected standard

Leaders use appropriate sources of data to help them make decisions about priorities. They seek advice from external sources and are proactive in driving forward improvements.

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Leadership and governance Expected standard

Leaders take account of staff wellbeing and workload, and there are effective systems in place for staff to seek help and guidance if needed. Staff feel valued and recognise the support and training they receive. Staff feel this helps them to do their jobs more effectively.

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Leadership and governance Expected standard

Leaders work closely with families and outside professionals to ensure that children with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing receive the support they need quickly.

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Leadership and governance Expected standard

Parents speak positively about the relationships they have with leaders and staff. They welcome the help offered to their children. They say that leaders and staff are approachable and that staff communicate well with them.

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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 arrive at nursery happy and excited to learn. Positive relationships are evident between staff and children, and this means that children feel safe and settled when they attend the setting. Leaders greet all children as they enter the setting. They check in with individual families, including those with special educational needs and/or disabilities

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About this setting

(SEND), those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing, to ensure a smooth transition.

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About this setting

Children are encouraged to be independent throughout the day. For example, older children find their own peg and hang up their coat on arrival, and they help to tidy up when they have finished playing. Younger children are encouraged to explore independently and seek out resources they are interested in.

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About this setting

Children develop secure language and communication skills because staff model a range of vocabulary and support them to use it in their play. For example, when exploring capacity, staff model words such as 'full' and 'empty' and encourage children to use this vocabulary to describe what they are doing.

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About this setting

Staff treat children with kindness, and this helps children to develop their personal, social and emotional skills. Children are kind to each other and develop friendships with others.

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About this setting

These experiences help to prepare all children, including those with SEND, those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing, well for school and the next stage of their learning.

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Next steps

Leaders should continue to offer all staff guidance and support to consistently deliver high-quality teaching and education that extends children's learning further. Leaders should continue to use their analysis of the setting's strengths and weaknesses to strategically drive and sustain improvements.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children and parents 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. Unique reference number (URN): 2550207

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Address:

Care With Cuddles Lead Road Greenside Ryton NE40 4BS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Richardson, Lorraine Amanda

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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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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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