Scribbles Day Nursery (Gorleston) Ltd

Scribbles Day Nursery (Gorleston) Ltd

Unique reference number (URN): EY473569 Address: 217 High Street, Gorleston, Great Yarmouth, NR31 6RR Type: Childcare on non-domestic premises Registered with Ofsted: 05/02/2014 Registers: EYR, CCR, VCR Registered person: Scribbles Day Nursery (Gorleston) Ltd

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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 Strong standard

All children achieve and progress very well from their individual starting points. Any gaps in learning reduce consistently, especially for children with special educational needs and/or disabilities.

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Achievement Strong standard

Children become confident communicators, who are well prepared for their next stage of learning. Children develop a love of books, eagerly joining in with rhymes and songs and acting out favourite pages, strengthening their vocabulary and recall. Children are inquisitive and explore freely indoors and outdoors, supported by well-placed furniture that enables them to cruise, crawl or walk confidently as they investigate the environment.

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Achievement Strong standard

Babies develop their confidence and respond positively to celebrations of their achievement and praise. They enjoy exploring mess-free fruit bags, where they hear words, like 'squish' and 'squeeze', before progressing to a messy option of vegetable printing, where even the youngest children attempt the vocabulary they have heard previously.

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Children's welfare and wellbeing Strong standard

Leaders and staff demonstrate a deep understanding of the children in their care. Support for children's emotional development is woven thoughtfully into everyday practice. Through structured resources, like 'emotion monsters', children learn to recognise, express and manage their emotions well. Practitioners skilfully select books to enhance children's emotional understanding.

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Children's welfare and wellbeing Strong standard

Healthy choices are embedded in daily routines, with nutritious meals provided from specialists. Guidance for families is provided to promote balanced, healthy food being bought from home. Individual dietary needs are met, with colour-coded plates and personalised placemats being used to help ensure every practitioner understands each child's requirements and all children are kept safe. Children develop independence and positive eating habits as they wash hands, pour drinks and serve themselves.

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Children's welfare and wellbeing Strong standard

The setting supports the whole family very well, offering a clothes swap and sharing oral health guidance. The setting signposts families to community food banks and acts as a collection point for donations. Leaders share important online safety information with the families.

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Children's welfare and wellbeing Strong standard

The environment is intentionally structured to promote children's physical development, with steps, slides, physical obstacles and ride-on toys supporting balance and coordination. The youngest children are able to crawl, cruise or walk confidently as they explore, both inside and outside freely.

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Children's welfare and wellbeing Strong standard

Overall, routines such as sleeping, feeding and weaning are generally managed with flexibility and care, ensuring they reflect children's individual needs. Staff work closely with parents to maintain consistency between home and nursery, adapting routines as children grow and develop, supporting children's emotional development.

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Curriculum and teaching Strong standard

Leaders and staff share a clear vision for what they want children to learn and provide strong direction for the curriculum and teaching. Staff understand how learning builds over time. Tools such as 'word flowers' record the intent, implementation and impact of activities. This ensures consistent teaching and staff are able to adapt activities in the moment effectively for different learning needs.

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Curriculum and teaching Strong standard

High-quality interactions underpin practice, with staff joining children's play and linking conversations to setting-wide topics, such as 'All About Me'. Staff use open-ended questions to deepen communication and thinking, for example, during drawing, a member of staff described her house with one door and two windows, prompting children to draw their own homes and the people inside, confidently sharing who they were. Mathematical and positional language is embedded naturally throughout routines and play, helping children use vocabulary, such as 'pouring' and 'scooping' while playing in the water tray. Children climb the mini stage outside and staff name how children are 'on top' while they rolls balls 'under' the stage. Children show signs of counting while climbing up the stairs and say how many fishing rods they hold. Teaching is inclusive and responsive to children's interests and starting points.

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Inclusion Strong standard

Children achieve very well, progressing securely through the nursery and preparing confidently for their next stages in education. Practitioners assess children's starting points and work closely with parents. This ensures children receive early additional support, when needed, informed by external professionals, such as health visitors and speech and language specialists.

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Inclusion Strong standard

Communication and language development are a key priority. Babies and children learn Makaton and attempt simple key words that are repeated clearly by staff, who use rich vocabulary and curious questions to deepen children's thinking. Children receive tailored support, such as extra settling sessions, personalised play plans and transition books, to ensure they feel settled and ready to learn. The sensory room enhances children's experiences in the setting. Leaders work closely with parents to maintain consistent routines and share detailed daily updates, strengthening the shared understanding of each child's needs. Early years pupil premium is used effectively in partnership with families and influenced by children's interests. For example, microphones have been introduced to deepen engagement with children who are developing speech and language skills.

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Inclusion Strong standard

Regular open days and play sessions help children explore the setting with their parents and caregivers, helping term-time children to remain familiar with the setting and feel secure after time away. This strengthens trusting relationships, improves communication and builds a shared understanding of each child's needs.

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Leadership and governance Strong standard

Leaders aspire to deliver high-quality services to children and families. Leaders understand the local community and have strong links with families and partner agencies, ensuring all children receive coordinated support and reducing barriers to learning. Leaders value staff and have established a strong culture of learning and improvement, with the turnover of staff being low, which means children receive consistency in their care. Leaders have stringent recruitment processes and offer thorough inductions, regular supervision and training sessions, ensuring staff practice is regularly reviewed and refined.

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Leadership and governance Strong standard

Leaders have a secure understanding of the setting's strengths and take deliberate steps to address areas for improvement. Through regular observations, they identify where practice can be strengthened, such as embedding children's routines more consistently and ensuring practitioners use consistent messages to promote positive behaviours. This reflects leaders' strong commitment to continuous improvement. The setting's action plans are regularly reviewed, and feedback from parents, staff and external partners is used to drive continuous improvement. For example, leaders are enhancing communication and language teaching through take-home packs and the development of communication baskets.

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Leadership and governance Strong standard

Decisions made by leaders and those responsible for governance are firmly rooted in the best interests of children, particularly those who are disadvantaged, have special educational needs and/or disabilities, are known to social care or who face other barriers to their learning. Leaders work with practitioners to identify emerging needs early and work closely with parents, external agencies and the local authority to ensure timely, targeted support. This ensures children's progress is not left to chance.

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Leadership and governance Strong standard

Leaders maintain strong partnerships with parents and the wider community, including open days, play sessions and links with external agencies, ensuring families feel supported and well informed. Overall, strategic leadership and governance are strong, with decisions consistently focused on improving outcomes and ensuring every child thrives.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners build warm, trusting relationships with children, modelling kind, empathetic and respectful language and supporting children's emotional development and regulation. However, consistency in the messages practitioners use to promote children's positive behaviours is still developing.

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Behaviour, attitudes and establishing routines Expected standard

Babies reach out to practitioners for reassurance and practitioners are attentive and able to settle them with cuddles and calming words. Children show positive attitudes to learning, engaging enthusiastically in activities. From an early age, children understand and demonstrate positive behaviours, show consideration for each other and learn turn-taking skills. For example, they understand that only one child is allowed down the slide at a time and they wait for children to clear the slide before making their descent. Routines are well embedded within the nursery and the day flows, with children understanding what is coming next. At mealtimes, staff sit with children and encourage conversations about their food, such as the tastes and textures. Children's independence is encouraged through serving, pouring and handwashing. Staff promote table manners, such as saying please and thank you, and use signs with words to support younger children's

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Behaviour, attitudes and establishing routines Expected standard

communication. Routines such as sleeping, feeding and weaning are typically adapted to each child's age, stage and individual needs, with close communication between home and nursery. Practitioners strive to deliver personalised routines consistently, however, this is not yet fully embedded during the busier parts of the day, such as lunchtime.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with parents to strengthen their understanding of child development, for example explaining typical behaviours like biting. Children show their understanding by saying 'teeth are for eating our food'. As a result, children feel safe and learn acceptable behaviours. Leaders promote the importance of regular attendance, starting at initial conversations with parents and carers. Attendance is monitored closely, with prompt follow up to maintain children's safety.

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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 confident, happy and eager to explore. They form strong relationships with staff, who warmly welcome them and gather daily information from parents. Individual routines are generally sensitively supported, with some children arriving for a healthy breakfast while others settle straight into play. Staff collect information before children start at nursery to ensure smooth transitions, and familiar comforters help them feel safe and secure. Children access a range of learning experiences, with adults inviting them into activities, extending children's thinking and valuing their independent choices. Children progress very well from their starting points. Children play with play dough, making healthy 'foods' to put on their plates and children share the 'strawberries' they make with their friends.

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

Children show kindness, consideration and empathy towards one another, using their communication skills effectively, supported by staff who model emotional language well. For example, when children accidentally bump into each other, children immediately help them up and give them a hug with a warm smile. When children need reassurance, staff respond promptly and sensitively, using kind, respectful language and modelling emotional vocabulary to help children understand their feelings. Staff offer comfort and then support children to re-engage in play when they are ready, promoting secure attachments and positive regulation. Regular trips within the local community, such as visiting the park or buying items from the shop, deepen children's understanding of the world around them and support a sense of belonging. Staff promote children's safety using positive language and children remind their friends about 'walking feet' inside and 'kind hands'.

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

Strong communication with parents means they are informed about children's daily activities and their learning progression. All children, including those with special educational needs and/or disabilities or those who may face barriers to their learning, are fully included and make strong progress through tailored support and individual play plans. Staff value and

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Address:

217 High Street Gorleston Great Yarmouth NR31 6RR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Scribbles Day Nursery (Gorleston) Ltd welcome all children, celebrating their backgrounds by creating experiences and teaching children about festivals, such as Chinese New Year.

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Next steps

Leaders should support staff to further refine the organisation of daily routines so that all children's individuals needs are being recognised and responded to consistently. Leaders should continue to ensure staff deliver consistent messages to promote children's positive behaviours.

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About this inspection

The inspector spoke with the manager, staff, designated safeguarding leads and the special educational needs coordinator during the inspection. Children communicated with the inspector during the inspection. Parents/carers shared their views of the nursery with the inspector.

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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, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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