Little Goslings

Little Goslings

Unique reference number (URN): 2640138 Address: Chestnut Farm Cottage, Washdyke Lane, The Meeres, Kirton, Boston, Lincolnshire, PE20 1PW Type: Childcare on non-domestic premises Registered with Ofsted: 14/05/2021 Registers: EYR, CCR, VCR Registered person: Gosling, Jane

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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

On the whole, children are successful in their progress across the curriculum. Young children show their secure communication and language development while interacting with others during a role-play activity. They show how they can build on their sentence structures by adding more words and using more complex vocabulary. Through role play, children also demonstrate their care for others and a sense of empathy as they recognise that some friends do not have a pretend plate of food to eat. They are developing some skills that will prepare them well for school, such as how to build relationships with others.

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Achievement Expected standard

Children recall their prior learning. This shows the impact of the staff's successful teaching. They recreate the characters of the story they have been learning about using natural materials found in the garden and modelling dough. Children spend long periods of time using their imaginations and creative abilities to inform their play.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations for children's behaviour. They encourage children to use their good manners and teach appropriate table etiquette during mealtimes, for example requesting that children ask to leave the table before resuming play. Staff praise children's kindness when they are interacting with their peers. This helps children to know that what they are doing is right and that they should continue acting as they are. Staff play games with children to support their social development, for instance rolling a ball back and forth. Children go on to play this game independently with their friends, smiling and giggling as they collaborate and get along well together.

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Behaviour, attitudes and establishing routines Expected standard

Leaders closely monitor children's attendance and actively remove barriers that prevent some children from regularly participating in their early education.

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Behaviour, attitudes and establishing routines Expected standard

For the most part, the staff provide a well-organised play environment where children easily become involved in learning. They support children's focus and concentration through sharing meaningful interactions and providing appropriate prompts to sustain their attention. That said, this is seen less so during transitions, where staff move their attention to organising routine tasks. Sometimes during these parts of the day, children wait too long before the staff have done what they need to do to keep the routine moving. At these times, children's attitudes to learning decline slightly.

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Children's welfare and wellbeing Expected standard

Staff provide opportunities to help children learn how to keep themselves safe and healthy. For example, they teach children how to cross the road safely during outings. Leaders provide healthy, nutritious home-cooked meals for children. They adapt care practices when needed, for example, to meet children's individual dietary needs. During mealtimes, some staff talk about the benefits of drinking water and how children can maintain good oral health. Staff plan time each day for children to play outdoors, where children embrace physical challenge and exercise as they run, climb and use balance bikes. Younger children sleep soundly outdoors, and leaders are preparing staff and the environment for changes that are to come around sleep practices.

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Children's welfare and wellbeing Expected standard

Staff understand their role as a key person. They are astute to children's care and learning needs. Staff quickly notice when one of their key children needs extra attention and take swift action to ensure that their emotional wellbeing and welfare are maintained. Staff help children understand and express how they feel by providing them with time and space to explore their emotions. Children show that they feel valued and special when their birthdays are celebrated. Staff do this to create a sense of belonging for children.

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Curriculum and teaching Expected standard

Leaders are clear about the curriculum design. They make sure staff plan and deliver activities where children learn and practise age-appropriate skills and knowledge. Staff know what they want children to learn through the playful interactions they have together, which means that, generally, children's activities throughout the day have purpose and are full of learning. However, leaders lack the same level of oversight when reviewing teaching consistency, with some staff's interactions not always meeting the high bar leaders strive for.

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Curriculum and teaching Expected standard

Staff adapt their practice depending on the age and developmental stage of the children in their care. The provision design allows for children of all ages to play alongside each other, and staff work with many children throughout the day. Staff have a good knowledge of individual children's learning and development, enabling them to tailor their teaching accordingly.

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Curriculum and teaching Expected standard

Staff are skilled at combining children's learning through a single activity. For example, they plan activities around a favourite book where they help children to recall the story and complete themed tasks that develop other skills. Staff teach mathematical concepts and numbers through such planned activities, and children show high levels of engagement and enjoyment. But sometimes staff do not clarify children's mathematical misconceptions, which can lead some children to be mistaken in their learning.

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Inclusion Expected standard

Leaders demonstrate that they can recognise when a child or family may need some extra help and work quickly to address any barriers this presents to children's learning, for example when there is a change that happens at home that could impact on a child's development and wellbeing. Leaders work collaboratively with parents and/or carers and other professionals, when needed, to enable children's continual learning and development. For instance, they make reasonable adjustments to facilitate children's regular attendance.

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Inclusion Expected standard

Leaders quickly identify any delays in children's learning and development. They work to understand the reasons for this and put the right support in place to help children make progress. Those who have a responsibility for the special educational needs and/or disabilities (SEND) provision are knowledgeable. They explain how they would work with the staff team and external specialist services to support children with SEND when needed. Staff across the team know how they can support children's unique learning, for example, by helping with language acquisition when they are learning more than one language. For the most part, this is well implemented through the staff's teaching.

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Leadership and governance Expected standard

Leaders ensure that staff engage in high-quality professional development opportunities. They encourage and support staff to complete higher level qualifications as well as undertaking training relevant to their roles. Staff feel invested in and say that their work benefits from this input from leaders. The supervision arrangements that leaders have in place are effective. Staff report being happy in their roles and not overburdened.

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Leadership and governance Expected standard

Leaders have plans in place to further develop the provision, for instance to expand the pre- school provision. Leaders are taking on external advice and working closely with the local authority to do this. Leaders are reflective and use their ongoing evaluation to monitor the quality of the provision and staff's practice. They recognise the need to focus their attention on the consistency of quality teaching interactions.

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Leadership and governance Expected standard

Parents report their overall satisfaction with what the provision is offering them and their children. They explain how they feel well informed about their children's early education and care.

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Leadership and governance Expected standard

Leaders demonstrate their knowledge of the local area and the possible vulnerabilities that families may face. They understand their role in removing barriers to children's learning and development and explain the strategies they have used in the past to do so.

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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 who attend this setting make evident progress in their learning and development. They benefit from staff's accurate assessments and the tailored teaching they receive that supports each child's unique development. Parents confirm that their children are learning new things here. For example, they explain how their children use new and more complex words at home. Children learn skills that will prepare them well for school and their future educational journeys. For instance, they learn how to make friends, get along well with others and manage their own care needs. Children who require some extra attention are given this. All children have their needs met by staff and, in the most part, their learning and development is supported effectively.

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

Children feel safe and secure. Younger babies enjoy close contact with staff when they are being bottle-fed and relax into staff's arms as they are soothed to sleep. Older children spend time in quiet spaces with their key person to help them feel calm when the setting becomes too busy or overwhelming. Children of all ages come together to celebrate special occasions, such as birthdays. They sing together and enjoy a small piece of birthday cake, helping children feel included, valued and part of the group.

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

Children learn about the environment and the natural world around them. They confidently explain how a caterpillar will turn into a butterfly after it has been in a cocoon. Older children show their developing agility and physical skills as they move safely around the garden on balance bikes. Younger children practise using their movement skills on the small climbing cubes and slides that staff provide. They strengthen their leg and arm muscles through climbing with the staff's close supervision. Children play together collaboratively and respond positively to the routines and practices that staff have in place to support their good behaviour.

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Address:

Chestnut Farm Cottage Washdyke Lane The Meeres Kirton Boston Lincolnshire PE20 1PW

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Address:

Type: Childcare on non-domestic premises

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Next steps

Leaders should focus coaching and mentoring on making sure high-quality teaching interactions are seen consistently throughout the staff team and throughout the day. Leaders should help staff to recognise and respond when children encounter mistakes in their mathematical learning, so to avoid misconceptions. Leaders should review and amend the organisation of transition times so that children do not experience unnecessary wait times where their attitudes to learning and behaviour may deteriorate.

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About this inspection

The inspector spoke with leaders, practitioners 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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