Littlemonkeys Daycare

Littlemonkeys Daycare

Unique reference number (URN): EY501686 Address: 58/59 Watson Way, Winklebury, Basingstoke, Hampshire, RG23 8AN Type: Childcare on non-domestic premises Registered with Ofsted: 06/07/2016 Registers: EYR, CCR, VCR Registered person: Monkeymoos Daycare 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 Expected standard

Children typically build on their knowledge and skills securely across all areas of learning over time. At times, some children's next steps in learning are not fully considered by staff to more consistently support their learning, development and progress. Babies build positive bonds with staff who they build trusting relationships with. This helps them gain confidence to investigate their environment and explore resources with and without staff's support. Toddlers are keen to take part, such as painting activities and music and movement. They learn actions and words to familiar songs. Pre-school children gain a good awareness of counting and numbers with some accurately counting to 20. Children enjoy books and pre- school children happily share and read these with their friends. Pre-school children engage well in structured group activities and listen and maintain their attention. Children behave

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Achievement Expected standard

well and follow the routines and expectations.

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Behaviour, attitudes and establishing routines Expected standard

Leaders make parents aware of the importance of children attending regularly to benefit from play and activities. Children generally are keen to engage in their play and learning experiences. Leaders and staff recognise the importance of helping children to feel safe and secure and they support their emotional wellbeing with thoughtful consideration. This starts with flexible settling-in arrangements which help children to build positive relationships with staff. Staff recognise children who need extra support, such as on arrival. They help children to express their feelings and emotions. For example, older children talk about how they feel during group times. Staff use resources to help children understand their feelings and emotions, such as books.

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Behaviour, attitudes and establishing routines Expected standard

Children show a secure understanding of routines and expectations. For example, babies lead the way to the changing area when it is time for their nappy to be changed. Toddlers understand the expectation of staying seated at the table when eating. Sometimes routines linked to toddler meal and snack times do not always meet children's needs effectively. For example, toddlers sit down at the table and then are asked to go and wash their hands before sitting back down again. They are not always supported well for short periods of time following meal and snack times as staff focus on other tasks, such as cleaning.

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Behaviour, attitudes and establishing routines Expected standard

Pre-school children make democratic decisions together. Staff highlight to children that they sometimes need to accept the choices made as a group, even if it is not their preferred choice. This helps to promote children's resilience. Children receive praise and encouragement from staff, which promotes their self-esteem and confidence well.

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Children's welfare and wellbeing Expected standard

Leaders ensure staff understand procedures and practices to support children's wellbeing and welfare. For example, staff have completed safer sleep training to promote their understanding of keeping children safe while they sleep. Staff and leaders implement effective settling-in processes for children which are tailored to children's individual needs. They work closely with parents to help agree how best to support children during the settling-in stage. Leaders and staff ensure younger children follow their homes routines, such as for sleep times. This helps to provide a familiar routine. Children feel safe and secure in staff's care and build positive relationships with them and with each other.

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Children's welfare and wellbeing Expected standard

Staff and leaders ensure children follow good hygiene routines, including regularly washing hands before eating. They encourage children's physical activity both indoors and outdoors. For example, babies climb and bounce on soft play blocks. Children go on regular outings in the community, such as local walks, including to the park and library. Leaders provide children with healthy food. Staff encourage children to try their meals if they are unsure and explain to them about the importance of eating well. Children show awareness of healthy options, such as eating fruit.

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Curriculum and teaching Expected standard

Staff generally provide interactions to support children's learning and development securely. Some staff have more effective teaching skills and provide more consistent interactions. For example, staff encourage pre-school children to recall the order of numbers and to use counting for a purpose, such as when they count the votes for the daily snack choice. Staff and leaders identify children who need extra help for their learning and plan for their progress well. Sometimes, staff do not fully consider children's next steps in learning to support these further.

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Curriculum and teaching Expected standard

Leaders have recently reviewed the curriculum to develop the sequencing of this to help build on the knowledge and skills children need for the next stage of their learning. Staff understand the main aspects of the curriculum and what they want children to learn.

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Curriculum and teaching Expected standard

Staff sing songs and rhymes with babies, toddlers and pre-school children regularly and read books to them which supports their language skills. On occassions, staff do not provide sustained interactions with children who are quieter or who play happily by themselves. The learning environment is set up well for the different ages of children. For instance, babies use large physical play equipment which encourages their coordination and muscle development. Toddlers have resources that help them learn to play alongside and with each other, such as sharing model animals and role play resources.

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Curriculum and teaching Expected standard

Staff promote children's skills to help them become ready for school, including their independence. They build children's confidence for starting school. For example, they encourage discussions about this and take children to visit nearby schools.

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Inclusion Expected standard

Leaders and staff know families and children well. They provide a welcoming and supportive environment to all children and their families. Leaders and staff recognise parents and families who may need extra support. They offer guidance and signpost parents to support available outside of the nursery. This helps parents access the support that they and their children may need.

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Inclusion Expected standard

Staff are aware of children's backgrounds, such as those who speak English as an additional language. Staff organise activities to celebrate different times of the year, including festival and religious celebrations linked to children's backgrounds. Staff and leaders are currently building on resources to reflect children's similarities and differences.

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Inclusion Expected standard

Leaders and staff demonstrate a secure knowledge of their roles to support children with special educational needs and/or disabilities (SEND) or other barriers to their learning. This includes putting in place individual educational plans, and working closely with parents and professionals. This helps to provide a consistent approach to supporting children's needs. Staff complete regular observations and assessments to identify any gaps in children's learning. They plan activities to help support children to move forward in their learning and development.

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Leadership and governance Expected standard

Leaders have a clear oversight of the quality of the provision and staff's practice. They show recognition of which staff need more support to help develop their practice further. Leaders provide regular staff supervision meetings to support staff's wellbeing and professional development. They help staff to understand where they can improve and develop their skills. Leaders demonstrate they have plans in place to develop the consistency of staff's practice, including their quality of teaching and management of routines. They recognise the importance of building the staff's team confidence in these areas particularly. Staff say they feel supported very well by leaders in their work and wellbeing. They identify they have opportunities for training to help build on their knowledge, skills and practice.

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Leadership and governance Expected standard

Leaders and staff work closely with all parents and provide additional support to those who may need it. They work well with parents and other professionals involved in children's care and learning to promote continuity for children. Parents speak positively about their experiences of using the nursery and the support they and their children receive. Parents highlight that their children are making progress in their learning and development, such as in their social skills, confidence and language development. Leaders and staff make links within the community and use local facilities to support children's learning and development.

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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 develop a positive sense of belonging at the nursery. Their regular attendance is promoted well so that they benefit from the learning and play experiences on offer. Children arrive and settle easily with staff supporting those who need some extra reassurance. This helps children feel at ease to learn and play. Effective settling-in procedures ensure information about children's backgrounds, their starting points and individual needs is understood by staff. Staff use the information they gain to plan activities for children, including those which reflect their cultural and religious backgrounds.

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

Children engage in activities and play experiences which cover all areas of learning. Staff consider how to adapt and include all children in the activities, including those with special educational needs and/or disabilities or other barriers to their learning. For example, they give some children additional support and reassurance during some activities to encourage them to take part. All children steadily build on their skills and knowledge over time. This helps to prepare children for the next stage in their learning, including school.

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

Toddlers and pre-school children engage in age-appropriate group times which include discussions and singing songs. This helps children learn to sit and listen and take turns with others. For example, they take turns in identifying how they feel and older children are encouraged to explain what makes them feel happy or sad. Babies benefit from cuddles and spontaneous singing with them, which offers support for their emotional wellbeing and language development.

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

Children develop their confidence and social skills well. For example, babies confidently express their wants and needs using eye contact, gestures and pointing with staff, who are responsive to them. Pre-school children help each other with dressing up clothes and cuddle

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Address:

58/59 Watson Way Winklebury Basingstoke Hampshire RG23 8AN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 06/07/2016 their friends when they seem sad. Children develop their independence well, such as babies and younger children learning to feed themselves and older children pouring their own drinks and spreading butter on their rice cakes.

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Next steps

Leaders should take steps to support staff to implement highly effective teaching and interactions, to promote children's next steps in learning and to engage children who are quieter or who happily play by themselves, to help extend all children's learning, development and progress further. Leaders should review and develop the routines in the toddler room around snack and mealtimes to ensure these times are organised effectively to consistently engage children in purposeful play and learning.

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About this inspection

The inspector spoke with leaders, staff, children, the special educational needs coordinator, 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. Registered person: Monkeymoos Daycare Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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

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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