Offord Day Nursery & Skoolz Out

Offord Day Nursery & Skoolz Out

Unique reference number (URN): 2773341 Address: Offord Primary School, Millers Close, Offord D'arcy, St. Neots, PE19 5SB Type: Childcare on non-domestic premises Registered with Ofsted: 26/01/2024 Registers: EYR, CCR, VCR Registered person: Bailey & Clark 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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Children's welfare and wellbeing Strong standard

Children thrive at the setting. Leaders consistently prioritise children's welfare and wellbeing. Children show through their body language and engagement that they feel safe, secure and emotionally supported. For example, staff greet them warmly on arrival and engage in meaningful conversations about their day. This helps children to settle quickly, reinforcing a secure sense of belonging. Children develop long-lasting healthy habits as a result of staff teaching them about healthy choices, in addition to well-structured, embedded routines that motivate children to consistently make their own healthy choices.

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Children's welfare and wellbeing Strong standard

Mealtimes are well supervised. Staff model positive social interactions during mealtimes and sit alongside children to encourage safe eating and engage in meaningful conversations. Staff encourage children to manage their personal care routines, such as independently using the toilet, where possible, and washing their hands before snack time. These opportunities contribute to children developing a sense of responsibility, build on their confidence and enhance their self-care skills over time. As a result, children adopt positive hygiene practices. Children explore and taste a mixture of fruits in a tray activity, which develops their curiosity and confidence to try new things.

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Children's welfare and wellbeing Strong standard

Key-person arrangements are highly effective, where staff have a comprehensive understanding of children in the setting, and are highly responsive to individual needs. Staff help children risk assess what they are capable of doing during physical play and also tailor care practices, such as small-step instructions to meet individual needs. This includes those children with special educational needs and/or disabilities, those who are known to children's social care and those who may face other barriers to their learning and/or wellbeing.

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Achievement Expected standard

Children typically achieve well from their individual starting points and are suitably prepared for their next stage of learning. Children with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning join in group activities and daily routines effectively. For example, children gain strength in their physical movement, such as when they balance on a low-level beam, or climb over a frame. They gain increasing levels of self-esteem as their contributions are valued and encouraged.

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Achievement Expected standard

Children develop in confidence and demonstrate positive engagement and attention skills during imaginative play. They acquire age-appropriate communication and language skills, develop a love of stories and frequently choose to look at books. Children gain some mathematical skills, such as they count reliably to 10 and compare the size of different fruit seeds. Children engage well and show sustained attention during planned activities. This contributes to children being ready for school. However, children are not consistently supported to develop their thinking skills so that they are able to independently solve problems.

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Behaviour, attitudes and establishing routines Expected standard

All children, including babies, develop meaningful and warm relationships with their key persons, which helps children feel safe and secure. Any minor unwanted behaviours are effectively and sensitively managed by staff so that children understand the impact of their behaviour for their friends. Staff act as positive role models for children. They treat everyone with respect and children show kindness towards each other, enabling them to form close friendships. This helps children identify what is expected of them and supports positive relationships. For example, when using the outdoor kitchen, staff reassure children when it will be their turn, which helps manage children's emotions. As a result, children play and interact collaboratively with others and there is a harmonious environment. During the fruit tray activity, children show real curiosity about the different seeds when they explored fruit.

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Behaviour, attitudes and establishing routines Expected standard

Children gain positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations of children and have clearly embedded routines. Children show that they know what comes next as they typically help with tidying up. Staff encourage children to manage their personal needs, for example children independently use the toilet, where possible, and wash their hands before snack time. As a result, children adopt positive hygiene practices. Leaders work closely with parents to support any individual behaviour needs and ensure that children consistently attend the setting. Leaders swiftly identify any patterns of non-attendance, finding ways to support parents and children's individual needs.

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Curriculum and teaching Expected standard

Children's physical and emotional development is a priority from the start. Staff quickly establish warm relationships with babies and are attentive to their needs. During an outside sand activity, staff interact positively with babies to develop their mark-making skills and introduce words to help them understand and develop communication skills. Staff understand the steps in children's learning to help build their physical skills and emotional development so that they achieve well. This includes an inclusive curriculum and teaching approach, where staff adapt their practice to meet children's individual stage of development, including those with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Staff describe what children are doing, incorporating new words to help strengthen children's understanding of early mathematical concepts and language. Staff plan suitable engaging activities they know children will enjoy. As children explore and taste a mixture of fruits in a tray activity, staff weave number and counting language to help embed early mathematical concepts. Staff introduce new words to describe different textures as children play. This helps to support children's communication and language skills. Children use a range of tools that help them gain increasing small-muscle control. Children are typically well engaged in their learning. They develop a love of books, enjoying the carefully chosen stories that reflect their interests and what they are learning about. However, with some activities, staff are not always clear about what they want children to learn during planned adult-led

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Curriculum and teaching Expected standard

activities. As a result, teaching is not of consistently high quality. Leaders have an overall understanding of the quality of the curriculum and are developing an action plan to bring about further improvement, however, this is not consistently focused in developing breadth in children's knowledge and skills.

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Inclusion Expected standard

Leaders identify children's needs swiftly and accurately. This helps them to identify where children may need extra support. Leaders work in a timely way with external professionals, such as speech and language therapists to seek advice and implement strategies to support individual children with special educational needs and disabilities (SEND). For example, staff understand how to give children extra processing time or smaller step instructions.

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Inclusion Expected standard

Staff engage with parents to help them navigate external guidance and regularly review children's individual support plans. They implement appropriate strategies to help children understand what is coming next, such as visual cues. Typically, the support that leaders and staff provide reduces barriers to children's learning and wellbeing so that they are able to make steady progress from their starting points. Leaders allocate additional funding appropriately with children's needs in mind, including for extra staff, to help ensure that children can learn effectively. Staff work well together, sharing their experience that promotes inclusion for all children, including those children with SEND.

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Leadership and governance Expected standard

Leaders are reflective and know what they need to do to improve, however, actions identified are not ambitious to bring about enough sustained improvement to develop truly high-quality provision for all children. Leaders monitor staff workload and wellbeing through regular support, supervision and mentoring. Staff say they feel valued and motivated in their roles. Staff reflect on their own and others' practice, however, the arrangements for supervision do not consistently support staff to achieve high-quality teaching. Those responsible for governance and leadership place children's best interests at the heart of the setting to ensure that children are safe, supported and able to thrive.

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Leadership and governance Expected standard

Partnerships with parents are effective and support children's education and care. For example, some parents participate in stay-and-play sessions, which helps support parental relationships, enabling staff to get to know children and their families even further. Parents value the strong relationships between staff, children and families, as well as clear and open communication. This helps ensure that children's individual needs, routines and medical requirements are understood and supported. Staff undertake regular training to support their professional learning, however, this is not yet precisely focused to improve the quality of teaching to the highest level.

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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 eagerly and ready to learn at the setting and are warmly welcomed by staff. The environment is safe and stimulating. Children typically settle well and happily interact with staff and their peers. Children form close attachments with their key person, which contributes to children gaining a secure sense of belonging, in addition to helping children to settle and feel safe. Staff form effective, positive relationships with parents and carers and encourage the celebration of progress at home through a secure app.

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About this setting

Unique reference number (URN): 2773341 Staff know children well and plan activities based on their interests. For example, during a sand play activity, children talk to staff about their holidays at the seaside. This enables children to recreate meaningful experiences and thrive. Children achieve well and make steady progress in their physical and emotional development due to the opportunities provided through the curriculum. They learn to take turns while waiting for each other on the climbing equipment before they carefully navigate it. Children are eager to play with others and engage with staff. Children are supported well, to develop their communication, language and early mathematics skills, which helps prepare them for their next stage of learning or school. Staff support children with special educational needs and/or disabilities and those who experience other barriers to their learning effectively, such as allowing extra

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About this setting

time or providing visual cues. They accurately assess children's needs and progress, helping them to swiftly identify any gaps in learning. Staff seek timely, additional support from external professionals and implement this to help meet children's individual needs, such as visual cues. As a result, all children make progress over time from their individual starting points.

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Next steps

Leaders should continue to develop the curriculum further so that it is of consistently high quality and sets ambitious goals for children to achieve. Leaders should utilise staff supervisions more effectively, so they can monitor and drive consistently high-quality teaching interactions with children.

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About this inspection

The inspector spoke with leaders, practitioners, the designated safeguarding lead and the special educational needs coordinator 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.

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Address:

Offord Primary School Millers Close, Offord D'arcy St. Neots PE19 5SB

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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

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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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