Pure Imagination Childcare

Pure Imagination Childcare

Unique reference number (URN): 2778200 Address: TS Nautilus 551, Church Hall, Church Road, Basildon, Essex, SS14 2NB Type: Childcare on non-domestic premises Registered with Ofsted: 23/01/2024 Registers: EYR, CCR, VCR Registered person: Hurley, Leanne

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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's ability to develop the skills they need is nurtured in this inclusive environment. For example, children make rapid progress in their physical development by having opportunities to climb different levels and surfaces. Children attempt new skills with motivation and display pride in their achievements.

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Achievement Expected standard

Children's other prime areas of development are demonstrated through sharing books, singing songs, using actions and following spoken instruction, all of which support their communication and language development. Children engage in activities that support their personal and social development, such as discussing their emotions, sharing and taking turns.

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Achievement Expected standard

Children are typically achieving well from their starting points, enabling them to prepare for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff set high expectations for rules and boundaries, creating an environment where children can follow and understand routines, including those with special educational needs and/or disabilities or who face barriers to their learning. Leaders share with parents the importance of regular attendance and proactively remove barriers to it, helping children form good habits for future learning. This positively impacts children's opportunities to achieve, belong and thrive.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported in remembering the rules. For example, they are reminded to walk when near the water tray because the floor is slippery and they might fall. This helps children understand how to keep themselves safe at nursery.

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Behaviour, attitudes and establishing routines Expected standard

Staff model collaboration to support children to take turns. For example, when children have finished, staff ask them to let their friend have a turn and praise them for good waiting and turn-taking.

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Children's welfare and wellbeing Expected standard

Leaders and staff provide a welcoming environment for all babies and children, who arrive eager to play and learn. Staff model how children can manage their emotions through the warm and positive attachments they have with their key person. For example, staff acknowledge the emotions children display, name them and offer support to regulate them, such as a gentle cuddle or a story. This enables children to learn to self-regulate and manage their emotions independently. Parents comment on how these positive relationships with staff support their children's overall wellbeing.

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Children's welfare and wellbeing Expected standard

During nappy changes, safeguarding children is carefully considered by using a screen to provide children with privacy while carrying out personal care routines. Babies are closely supervised when eating, and staff check with leaders to ensure that food is cut to the appropriate size for each baby's age and stage of weaning. Food in children's lunch boxes is typically healthy and in line with nutrition guidance for young children. Leaders support parents to make healthy choices in the lunches they provide by inviting a nutritionist into the setting.

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Children's welfare and wellbeing Expected standard

Leaders and staff are knowledgeable of safer sleeping arrangements and have designated areas for sleepers where resting children are frequently checked.

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Curriculum and teaching Expected standard

Warm, responsive relationships with staff give the children a secure place from which to learn and grow. Leaders support children to gain the knowledge and skills they need to be ready for their next stage in education, both for moving to the older room and for transitioning to school. Leaders understand how children learn these skills in sequence, for example, from babies finding their own drink bottle to older children independently pouring their drinks. Staff encourage children to do things for themselves, such as opening packets from their lunch boxes.

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Curriculum and teaching Expected standard

Staff typically understand children's individual needs and how to support them in making progress. However, interactions with children are not consistently used to extend children's learning. For example, routines such as handwashing and snack time are not always used as opportunities to build on what children know and can do. Children are provided with opportunities to listen to and recall favourite stories and rhymes. The setting places a strong emphasis on giving children the opportunity to practise their physical skills in the intentionally resourced outdoor space. Children are given opportunities to practise mathematical concepts such as numbers and quantities.

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Curriculum and teaching Expected standard

Leaders and staff work closely with parents and other professionals to ensure that their teaching and the environment they provide meet the individual needs of children with special educational needs and/or disabilities or who face barriers to their learning.

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Inclusion Expected standard

Leaders are dedicated to ensuring they provide an inclusive environment that meets the needs of all children. Leaders and staff know the children well, fostering a sense of belonging and inclusion. Parents value staff's commitment to adapting planned activities and experiences to meet their children's needs. Staff work alongside other professionals, such as health visitors and children's social care. These collaborative relationships enable staff to assess children's individual needs, set next steps and review progress. This ensures that changing needs are quickly identified, reducing barriers to children's learning.

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Inclusion Expected standard

Leaders support the staff team to ensure the environment is thoughtfully planned to meet the needs of all children, for example providing children with weaker physical skills the opportunity to run, balance and climb daily, reducing gaps in children's development. Staff support all children to keep trying when they encounter difficulties, and children display pride when they achieve their goals. Leaders use early years pupil premium funding purposefully to support children's development, for example by purchasing additional resources to help children achieve their next steps or membership to local wildlife parks to extend children's experiences beyond the setting. Monitoring the impact of additional funding ensures it makes a positive difference to children's learning and development.

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Leadership and governance Expected standard

Leaders are proactive in implementing new guidance, such as safer sleep and nutrition guidance, to ensure children are kept healthy and safe.

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Leadership and governance Expected standard

Leaders work in partnership with parents to promote the best outcomes for children, particularly for children with special educational needs and/or disabilities or those who face barriers to their learning. This collaborative approach typically enables children's needs to be met and ensures they are ready for the next stage in their education.

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Leadership and governance Expected standard

Leaders understand the setting's strengths and take appropriate action to improve outcomes for children. Staff's knowledge and skills are evaluated and developed through mentoring and training. However, leaders should support less-experienced staff in using all interactions with children to extend children's learning.

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Leadership and governance Expected standard

Leaders prioritise staff's wellbeing, creating a positive environment where staff feel supported. Leaders have robust systems in place for safer recruitment. Leaders support new staff with induction and mentoring to ensure they have the knowledge they need to keep children safe.

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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

All children thrive in this inclusive setting, where barriers to learning are proactively removed for those with special educational needs and/or disabilities. Leaders work in close partnership with parents to ensure each child's individual needs are understood. Parents report feeling confident that their children will be kept safe and that staff are genuinely invested in their children's wellbeing, as evidenced by the warm, trusting relationships they have formed with the staff team. Staff welcome both children and parents at the gate, where children enthusiastically run into the setting to greet staff and friends.

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

The planning of the indoor space ensures that babies have a separate place to play with activities suitable for their age and stage of development. There is a gate that allows babies to observe what is happening in the older room, which supports their transition once they are 2. Older children enjoy exploring the well-resourced zoned areas inside that enable them to independently locate the activities they wish to participate in, such as construction, drawing, role play, puzzles and looking at books. Children draw on past experiences when playing, for example by singing a 'Happy Birthday' song while making birthday cakes from play dough.

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

Children confidently move from inside to play outside, where they can practise throwing, catching, balancing, climbing and jumping. Children also have the opportunity to cut herbs with scissors, explore painting on upright surfaces and experiment with mixing soil and sand. Babies enjoy investigating the local area daily on walks and visits to local parks. The children also enjoy visits to local wildlife centres to extend their experiences beyond the setting.

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

Staff support children's independence by allowing them to try tasks on their own and offering praise and encouragement, such as when using climbing equipment. Staff typically support children in understanding and following rules through hand gestures and verbal instructions.

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Address:

TS Nautilus 551 Church Hall, Church Road Basildon Essex SS14 2NB

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 This enables children to better understand and follow the rules and expectations of the setting.

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Next steps

Leaders should make sure all children have the opportunity to excel in their learning and development through consistent high-quality interactions and teaching.

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About this inspection

The inspector spoke with leaders, practitioners, 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. Local authority: Essex

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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. 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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