Early Adventures Ltd

Early Adventures Ltd

Unique reference number (URN): 2793083 Address: 33 Benton Road, West Allotment, Newcastle Upon Tyne, NE27 0EP Type: Childcare on non-domestic premises Registered with Ofsted: 13/05/2024 Registers: EYR, CCR Registered person: Early Adventures Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Strong standard

Staff go above and beyond to support children with special educational needs and/or disabilities. They work with parents effectively and swiftly identify children's individual needs when children first start. They plan adaptations that they can make to help children settle. Examples of these include adaptations to mealtimes or menus. For instance, some children have additional support at this time to help them regulate their emotions. Staff use picture cards to help children to understand and begin to express their needs. These adaptations have a significant impact on children's enjoyment and achievement. Children regulate their emotions and use words and phrases to communicate.

p.2

Inclusion Strong standard

Children who face barriers to their learning are given high levels of support by staff. For example, staff support them sensitively and are on hand to provide reassurance. They devise additional charts to help children to feel settled.

p.2

Inclusion Strong standard

Staff work exceptionally well with a range of other professionals. They write detailed reports and share extensive information with other professionals who may be involved with children. This includes children who are disadvantaged or known to children's social care. Staff work extremely well with other schools to support children as they make the transition to school. For example, they have meetings with staff, organise visits and additional meetings to plan how they can best support children as they make the move to school.

p.2

Achievement Expected standard

All children make the progress of which they are capable. For example, babies and toddlers begin to use words and phrases. Older children develop a love of language and are keen to find out the meaning of the words that staff use. Children develop a love of books and younger children enjoy sitting on staffs' knees to listen to stories. Older children bring in books to share with their friends and ask staff to read these. Children typically concentrate well and engage well in activities they choose. For example, toddlers thoroughly enjoy playing alongside their friends in the sand. These skills prepare them well for the next stage in their learning.

p.2

Achievement Expected standard

Children with special educational needs and/or disabilities make superb progress. They settle quickly and engage well, participating in activities alongside their peers. They progress through the curriculum and develop skills to support them for the future.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff have clear expectations which they consistently reinforce. Staff working with babies remind them that they must sit at the table until they have finished eating. 2-year-old children learn that they must put knives down before they move from the table. Staff consistently reinforce the expectations. They use distraction well to support children who become overwhelmed. For example, they encourage children to help them to clear away after snack. This helps children, particularly those who face barriers to their learning, to regulate their emotions.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children develop good relationships with their friends. Younger children learn to play alongside each other as they play in the sand. Older children recognise when their friends are unsure and involve them in play to help support their emotional regulation.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders provide support to parents to ensure that children can benefit fully from the sessions on offer. For example, they sometimes contact parents to ensure children can still attend their sessions.

p.3

Behaviour, attitudes and establishing routines Expected standard

However, occasionally routines, such as snack time or group time, are not consistently well thought out to extend children's learning further. For example, older children occasionally lose focus as they gather on the carpet and prepare for lunch. This occasionally impacts on children's attitudes to their learning.

p.3

Children's welfare and wellbeing Expected standard

Leaders have a accurate oversight of children's welfare and wellbeing and pride themselves on the relationships with children. Children have strong relationships with staff. This is evident when children seek out their key person for cuddles and reassurance. They greet staff enthusiastically when they arrive. Staff support children with special educational needs and/or disabilities effectively. They know children well and this means they have a wealth of strategies to support children when they feel overwhelmed.

p.3

Children's welfare and wellbeing Expected standard

Staff provide a range of healthy meals and snacks. They work particularly well with parents of babies to understand their stage of weaning and foods they have tried. They give clear messages to children and parents about how they can keep themselves healthy. Children enjoy a range of healthy meals and snacks. They help children to understand how to look after their teeth. Children really enjoy learning about how to brush their teeth effectively. Leaders ensure children have a range of opportunities to enjoy both fresh air and exercise. Children access the garden throughout the day. Managers recognise the constraints of their garden and provide opportunities for children to engage in more physical and boisterous play as they play in the park and practise cycling.

p.3

Children's welfare and wellbeing Expected standard

Staff typically teach children about good manners, for example, they model please and thank you. However, minor weaknesses in the organisation of routines mean that this is not yet consistently embedded.

p.3

Curriculum and teaching Expected standard

Staff support children's communication well. They use a range of strategies to enhance children's vocabulary. Staff working with babies use songs and rhymes as a way of enhancing their language skills. They talk in simple language and repeat and extend what children say. They use clear simple language. For example, when babies and toddlers say, 'Baby', staff respond with gestures and ask 'Where's baby?' Staff working with older children use ambitious vocabulary to develop their skills further. For example, they use words such as, 'Dehydration' and discuss the meaning of this to help children understand the importance of drinking regularly.

p.3

Curriculum and teaching Expected standard

Leaders have designed a well-thought-out curriculum that is based on building blocks that highlight the skills children need to learn over time. Children progress through the curriculum at their own pace. Staff support children with special educational needs and/or disabilities as they progress through the curriculum, giving them the time and support they need. Staff carry out accurate assessments to identify where children are in their learning and the skills they need to learn next. They share detailed information with parents about how they can support their children's learning further.

p.4

Curriculum and teaching Expected standard

The garden is less well developed. The space and organisation of the garden mean that staff are not always able to plan fully for children's individual interests. On a small number of occasions, children are less engaged because of this.

p.4

Leadership and governance Expected standard

Managers have a clear vision for the nursery. They work hard to create a small, family- orientated nursery where children and parents feel part of the family. Managers and staff go out of their way to provide support and guidance to parents. They listen to parents and make adaptations that they feel will benefit the nursery further. Parents feel that the changes to the parents evening have allowed them to share their knowledge of their child and their abilities. They appreciate the involvement that they now have in the process. Managers have clear strategies in place to ensure staff are safe to work with children and understand their roles. They have robust induction procedures in place to ensure all staff understand how to carry out key routines, such as nappy changing.

p.4

Leadership and governance Expected standard

Staff are confident in their roles. They comment that they feel well supported and feel that they can talk to managers about everything. They appreciate the support of other staff too.

p.4

Leadership and governance Expected standard

Managers provide effective support and coaching to help staff improve their practice further. Staff benefit from a range of training opportunities to enhance their practice further. For example, staff have recently attended training on the outdoor environment and talk about improvements that they have planned for the garden.

p.4

Leadership and governance Expected standard

Managers have a clear understanding of the settings strengths and areas for development. For example, they have plans in place to develop the garden area further.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

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

Children thrive in this small, friendly nursery where they feel they are part of a family. They develop strong relationships with staff and children. They look forward to seeing their friends and check with staff when other children will be in. Children greet staff with enthusiasm. They settle quickly because staff take account of and plan for children's specific interests when they first start. For example, children who are fascinated with dinosaurs look forward to going into nursery to use the dinosaurs that are there. Parents share information with staff about their child's learning and development. They appreciate that staff take this into account when planning for their children. Children know that their ideas are listened to. For example, older children suggest to staff that they could have quiet time looking at books in the garden. They are engaged and motivated when staff follow this suggestion.

p.5

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

Children behave well and benefit from generally consistent boundaries and routines. For example, toddlers learn to line up as they go outside. Older children learn to play alongside their friends and choose together what they would like to play with. Children attend regularly and this helps them to benefit from the routines on offer.

p.5

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

Children enjoy their learning. They thoroughly enjoy playing in the sand or play dough. They develop the skills that they need for the next stage in their learning as they progress through a well-thought-out, sequential curriculum. For example, older babies learn to drink from cups and sit at a table. They use simple phrases to communicate and can walk with increasing confidence. They move to the toddler room equipped with the skills they need to progress further. Toddlers learn how to use tools, such as knives, to prepare snacks safely.

p.5

Address:

33 Benton Road West Allotment Newcastle Upon Tyne NE27 0EP

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Early Adventures Ltd Children are kind and compassionate and recognise when children, including those who face barriers to their learning, may benefit from support to regulate their emotions. For example, they go up to their friends and ask if they need a hug.

p.6

Next steps

Leaders should implement the plans to improve children's interest in outdoor experiences to ensure all children maintain high levels of engagement and involvement. Leaders should ensure that all routines support children's concentration and help them make the best possible progress in all areas.

p.6

About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator and parents during the inspection.

p.6

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

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8