The Jays Day Care Nursery, Pre-school and Outdoor Learning

Outdoor Learning

Unique reference number (URN): 2771723 Address: The Jays Day Care Nursery, The Pavilion, Moorhaven, Ivybridge, PL21 0TZ Type: Childcare on non-domestic premises Registered with Ofsted: 09/02/2024 Registers: EYR, CCR, VCR Registered person: The Jays Day Care Limited

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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

Leaders and the whole staff team place a strong emphasis on children's welfare and wellbeing. They demonstrate a comprehensive knowledge of all children and their families. Care practices are highly responsive and meet all children's individual needs effectively.

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Children's welfare and wellbeing Strong standard

Secure and nurturing relationships are a clear strength in the setting. The key-person system provides children with consistent reassurance, comfort and affection, particularly for children who are settling. Staff expertly use an individual approach that reflects children's differing needs throughout the day. As a result, children develop an excellent sense of emotional security and belonging.

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Children's welfare and wellbeing Strong standard

Staff constantly include the language of emotions in play opportunities. They encourage children to positively regulate their emotions and coach parents to support at drop-off times. There is a consistent focus on social skills, confidence and growing independence. This enables children to make choices and develop self-care skills appropriate to their age.

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Children's welfare and wellbeing Strong standard

Embedded in the nursery's well-structured routine are healthy messages about regular mealtimes, food choices, physical activity, access to the outdoors and emotional wellbeing. Staff share consistent messages about making healthy choices and role model these to children. As a result, children make their own healthy choices and build a solid foundation for long-lasting healthy habits.

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Achievement Expected standard

Children's achievement is supported by a clear and effective settling-in process. Children's learning and developmental starting points are established early and understood. This supports the early identification of need and informs teaching approaches to help children progress.

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Achievement Expected standard

Children across all age groups make progress in their learning. Particular focus is placed on children achieving well in their personal, social and emotional skills. Children develop well over time, including those who have confidently transitioned between rooms. Transitions between rooms are managed sensitively with emphasis on children's emotional readiness, confidence and the independence needed for future learning. This approach also supports children for school readiness.

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Achievement Expected standard

Children who are disadvantaged, children with special educational needs and/or disabilities, and those who are known to children's social care or face other barriers to learning receive support to make progress through individualised approaches linked to their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive and nurturing environment, where they embed positive behaviour and attitudes to learning. Staff act as positive role models. They support children to be kind, caring and respectful towards one another. Relationships between staff and children are warm and secure. This is underpinned by a clear understanding of the importance of attachment. This helps children to settle well when starting at the setting or when transitioning between rooms and to grow in independence.

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Behaviour, attitudes and establishing routines Expected standard

Staff carefully plan learning opportunities to encourage collaboration, social opportunities, turn-taking, independence skills and positive interactions. As a result, children enjoy sociable mealtimes and play confidently alongside their peers. Children, particularly in the older age groups, show curiosity about others' ideas and engage well in shared learning experiences. Staff take account of children's age, stage of development and individual circumstances. They introduce expectations gradually and prepare children well before accessing more difficult experiences, such as forest outings. Leaders also promote the importance of regular attendance and take time to check in with families who are not in attendance to offer support.

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Behaviour, attitudes and establishing routines Expected standard

Staff are mindful of overstimulation. They promote smaller groups and a calm focused environment to welcome children in to at the start of their session to encourage a positive attitude to learning. Staff do not yet provide a consistent approach to teaching to best support the full participation of children with special educational needs and/or disabilities in daily routines in the nursery, for example ensuring children who need support to engage are skilfully encouraged to join their peers without waiting.

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Curriculum and teaching Expected standard

Leaders have thoughtfully designed a curriculum that meets the learning and development requirements of the early years foundation stage. They place an emphasis on personal, social and emotional development at its core. This is evident in practice, where children receive support to feel safe, secure and stimulated. Confidence and independence are consistently promoted through small-group learning and highly responsive staff.

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Curriculum and teaching Expected standard

Staff gather detailed information from parents and carers when children start. They ensure that teaching is adapted to support children's individual starting points, including for those who are disadvantaged or face other barriers to learning. A clear focus on promoting social skills and positive attitudes to learning is embedded across all age groups. Children develop a love of books, with staff engaging them in meaningful conversations and skilfully using stories to extend communication and vocabulary.

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Curriculum and teaching Expected standard

A hands-on approach to learning is encouraged with a focus on outdoor learning. The setting leads an embedded forest school curriculum for children. This builds their skills sequentially, develops their confidence in a natural environment and to experience different weathers. Children develop an awareness of keeping safe and consistently develop positive attitudes to physical activity. Staff use assessment appropriately to understand what children know and can do. They celebrate children's progress with pride. However, at times during daily routines, such as after mealtimes, children experience uncertainty and prolonged waiting. This leads to times when they are not engaged in their learning. In addition, interactions with the youngest children and those with emerging language are not consistently of a high quality to fully support their communication development.

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Inclusion Expected standard

Leaders know children and families well and quickly identify potential barriers to children's learning. They ensure that emerging gaps in children's development are recognised early. Leaders have a secure understanding of children's individual needs and plan targeted support effectively. This includes the thoughtful use of early years pupil premium funding to enhance children's experiences. For example, leaders use this to enable participation in forest school, provide additional learning opportunities, extra adults to enhance communication and reduce group sizes.

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Inclusion Expected standard

Leaders prioritise close partnerships with parents and carers. Staff work sensitively with families to discuss any developmental concerns, break down barriers and support them in accessing external services where needed. This collaborative approach helps to ensure that children receive timely and appropriate support.

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Inclusion Expected standard

Leaders ensure staff have a clear understanding of the individual approach needed for children, such as to assess, plan, do and review. They confidently demonstrate and describe how strategies to support children's access to their learning are implemented. However, these are not yet consistently embedded in practice across the staff team. As a result, approaches to support children are not always implemented with sufficient consistency to maximise outcomes for all children.

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Leadership and governance Expected standard

Leaders have established a clear and ambitious vision for the setting linked to where they are based in their local community and their desire to provide nature-inspired opportunities for children. Leaders strive to build effective partnerships working inclusively with all families and external professionals to support the identification of disadvantage and barriers to learning.

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Leadership and governance Expected standard

Leaders' passion and enthusiasm are evident in the day-to-day running of the setting. They draw effectively on their knowledge and experience to support its development. Leaders demonstrate a secure understanding of the setting's strengths and are committed to ongoing improvement. They take carefully planned action to improve areas and have a positive impact on children.

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Leadership and governance Expected standard

Leaders have fostered a positive working environment where staff feel supported and valued. Workload is carefully managed with leaders supporting in rooms to guide the vision intended through the daily practice. Caring and nurturing practice is consistently promoted as a key priority. Some staff in the team have engaged in additional professional development opportunities to extend their role. However, leaders often take on multiple roles and do not consistently embed good practice across the staff team, particularly in relation to the implementation of strategies to support children with special educational needs and/or disabilities. As a result, staff do not consistently improve their practice further.

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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 at this setting benefit from a robust key-person system that prioritises secure attachments. This supports children to have warm and positive relationships with staff, their peers and their families. Collaborative partnerships with families are central to the setting. Staff take the time to understand children's home lives and any factors that may influence their experiences. This helps them to ensure continuity of care and a shared approach to supporting each child.

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

Children of all ages demonstrate positive attitudes to the setting. They show enjoyment and confidence in their play in an environment that consistently promotes the development of their social skills. Pre-school children engage in sustained conversations. They listen with interest to one another as they enjoy sociable mealtimes together. Younger children are encouraged to use each other's names and seek support from their peers during their play. An emphasis on children's social development underpins their daily experiences. This enables children to play cooperatively, build friendships and develop curiosity about others' ideas.

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

Children are eager to participate, independently selecting resources or joining small-group activities that reflect a broad and ambitious curriculum. As a result, they play with enthusiasm and creativity, using resources to extend their ideas. Staff use the setting's forest school approach to further enrich children's learning by providing hands-on outdoor experiences. Children develop a love of nature while building confidence, communication skills and resilience in smaller and supportive groups.

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

Staff are highly responsive and nurturing. They help children to feel safe and secure while encouraging increasing independence. Children who require additional support are identified promptly. Close partnership working with parents and carers and other professionals ensures that tailored support is put in place. As a result, children make clear progress in

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Address:

The Jays Day Care Nursery The Pavilion, Moorhaven Ivybridge PL21 0TZ their learning. Across the setting, children's confidence and independence are consistently promoted. This enables them to thrive and achieve well.

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Next steps

Leaders should make sure staff are suitably skilled to consistently support and implement strategies to best support the learning of children with special educational needs and/or disabilities or identified barriers to learning. Staff should ensure interactions with all children, especially those with emerging language skills, are consistently of high quality to best support their communication development, recognising that every interaction with a child is an opportunity for teaching and learning. Staff should adapt routines to help children to know and understand what comes next, such as by ensuring waiting times are kept minimal.

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About this inspection

The inspector spoke with staff, the nursery manager and owners, who also hold the roles of the special educational needs and/or disabilities coordinator and designated safeguarding lead, 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Type: Childcare on non-domestic premises

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About this inspection

Registered person: The Jays Day Care Limited

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About this inspection

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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