Haven Day Nursery and Creche

Haven Day Nursery and Creche

Unique reference number (URN): 109927 Address: Haven Early Years Centre, Harris Road, Bridgemary, Gosport, Hampshire, PO13 0UY Type: Childcare on non-domestic premises Registered with Ofsted: 08/07/1992 Registers: EYR, CCR, VCR Registered person: Haven Nursery School & Children's Centre Governing Body

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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 Strong standard

Children demonstrate a keen love of learning at this provision. Children, including those who face barriers to learning, make significant achievements in their learning and development. They develop age- and stage-appropriate knowledge that prepares them well for their next stage of learning. For example, children develop effective communication and language skills, which enable them to convey their thoughts, ideas, wants and needs from an early age.

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Achievement Strong standard

Children demonstrate their physical abilities as they eagerly explore the outdoors and begin to learn how to take age-appropriate risks and to make these assessments independently. For example, children independently work out safe ways to come down climbing equipment. Children take pride in their achievements. For example, they beam in delight when they succeed at climbing up and over the climbing frame.

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Behaviour, attitudes and establishing routines Strong standard

Children have strong bonds with their key person. This helps children to thrive at the provision as they use their key person for support and reassurance as and when needed, such as after a minor fall. They demonstrate confidence in knowing their key person will be there for them. Key persons ensure that they validate children's emotions, and children are visibly comforted by this. Children are curious and excited to learn. For example, they comment on the things they observe in the garden, such as butterflies and the sticks they find.

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Behaviour, attitudes and establishing routines Strong standard

Routines and expectations are firmly embedded, which supports children in feeling settled and safe. Leaders and practitioners regularly reflect on these expectations to ensure that they are age- and stage-appropriate while supporting children to flourish and thrive.

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Behaviour, attitudes and establishing routines Strong standard

Children are kind, thoughtful and respectful towards one another. Practitioners are excellent role models and support children as they learn to initially play alongside and then play collaboratively with their peers. Children continuously build on these skills as they progress through the nursery.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have worked tirelessly to build relationships with parents. They offer support and guidance on a range of topics, including tackling barriers to attendance. This has a significant impact on leaders' understanding of families and the support they may need.

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Behaviour, attitudes and establishing routines Strong standard

Routines are seamlessly blended into the day so that teaching is not interrupted or children's learning brought to a halt. For example, children go to lunch as and when they are ready as practitioners skilfully identify those who need their lunch earlier or later.

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Children's welfare and wellbeing Strong standard

Children are at the centre of everything leaders and practitioners do at this provision. They focus on creating a 'safe haven' for children and focus on their personal, social and emotional needs in particular. Practitioners work hard to ensure children quickly develop strong attachments to their key person, as they believe children need this to thrive and flourish. Practitioners know their key children very well and take pride in their achievements.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of healthy habits while at the provision. For example, they learn about why drinking water is important. Practitioners also support them in learning about healthy choices. For example, children are encouraged to think about how much their bodies need while self-serving lunch.

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Children's welfare and wellbeing Strong standard

Practitioners develop routines effectively to meet children's individual needs, and they treat everyone with kindness and respect. They know their children exceptionally well and respond sensitively to their needs, for example, being able to instinctively know what their children need in that moment, such as a cuddle or encouragement to have another go.

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Children's welfare and wellbeing Strong standard

Practitioners support children as they learn to recognise, express and manage their emotions. They support children as they learn about the impact of their actions, such as when there are minor conflicts over toys.

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Curriculum and teaching Strong standard

Leaders have created a curriculum that primarily focuses on children's personal, social and emotional needs, as well as their communication skills. The curriculum is mapped across the whole provision and clearly progresses, with each step of learning carefully developed as they move through the provision. Practitioners work closely with parents, leaders and external agencies to ensure that their curriculum precisely matches what their current cohort of children need. This means it continues to evolve each term and purposefully builds on what children know and can do.

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Curriculum and teaching Strong standard

Teaching is deliberate and purposeful. For example, practitioners repeat and model the same vocabulary as they deliberately emphasise words such as 'splash' and 'snap' as children play to help develop their vocabulary rapidly.

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Curriculum and teaching Strong standard

Practitioners are highly inclusive in their teaching to ensure each child's needs are met. Practitioners regularly meet to assess and review children's progress and what adaptations are needed to teaching to help children flourish from their individual starting points. The highly impactful teaching means that all children, including those that face barriers to learning, make consistent progress in their learning and development.

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Curriculum and teaching Strong standard

Mathematics is taught explicitly throughout the provision and through child-initiated play. For example, children building a car out of wooden blocks learn about length and counting as they work together with practitioners.

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Inclusion Strong standard

The provision, including practitioners' teaching and the environment, is highly inclusive. There is a clear ethos of meeting each individual at their point of need. Practitioners are very quick to identify areas of need and to start applying strategies. They regularly review, assess and adapt as needed to ensure they are meeting the individual needs of children. For example, they modify the environment to meet children's physical needs and modify the vocabulary used to extend and challenge children's communication development.

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Inclusion Strong standard

Leaders recognise that there are many types of barriers to learning and ensure support is in place to support children and families, regardless of the barrier they face. For example, leaders have created a food parcel and swap-shop scheme to help families receive the resources they need. Leaders work closely with parents to develop strong bonds that enable difficult conversations to be had to ensure families are supported well. Leaders regularly hold coffee mornings for parents to enable them to develop a community of support, as well as supporting access to external agencies, such as health visitors.

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Inclusion Strong standard

Leaders and practitioners work closely with external agencies, such as occupational therapy, to ensure children continue to receive the right support and care from practitioners. Additionally, they work with external agencies to help reduce any barriers to children's attendance.

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Leadership and governance Strong standard

Leaders have recently changed at this provision. However, new leaders already have a detailed and perceptive understanding of the provision's strengths and areas for development. Leaders and practitioners are highly reflective about their practice and provision. They are constantly evolving and developing to ensure they meet the needs of the children there and then. Leaders are highly passionate about ensuring they continue to provide high-quality learning and care for children.

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Leadership and governance Strong standard

Leaders ensure practitioners' wellbeing is supported well, through regular supervision meetings, and that workloads remain manageable. Practitioners comment on how meaningful they feel support is and that it has a positive impact on the quality of their teaching, as well as supporting their own wellbeing.

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Leadership and governance Strong standard

There is a high focus on working in partnership with parents. Leaders recognise when families may face barriers to learning and put strategies in place to support as and when needed. They are highly aware of families' changing needs. For example, they are aware of when parents are away from home and of any additional support that is needed for that family at that time.

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Leadership and governance Strong standard

Practitioners regularly undertake training that is purposeful and impactful. Training needs are identified based on the needs of the children and any gaps in their learning and development. For example, practitioners undertook training to increase support for children's early communication skills, and this has had a noticeable positive impact on children's early attempts at communicating.

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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 thrive at this highly inclusive provision. They have strong attachments with the warm, kind and caring practitioners, which help them to feel safe and secure. Practitioners build these relationships right from the beginning and use these strong bonds to help children settle into the provision. Practitioners support children's emotional needs first and foremost. For example, children keep their comforters with them until they are ready to leave them. Children develop secure relationships with their peers as practitioners help to develop their social skills. They encourage children to think about how others feel and help children

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About this setting

Unique reference number (URN): 109927 to confidently take turns with resources. Children are excited to learn and keen to explore. For example, they enjoy learning about the impact of squeezing bottles of paint out in the garden. Children regularly read stories and sing nursery rhymes. They have clear favourites as they confidently sing throughout the day.

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About this setting

Practitioners have high expectations for children. Children are encouraged to take age- and stage-appropriate risks with practitioners' support as needed. This helps to build on children's confidence and self-esteem. Children make effective progress in their learning and development, which prepares them well for the next stage of learning. Practitioners effectively build on children's knowledge and understanding. They provide consistent challenge and extension to their learning. For example, practitioners encourage children to problem-solve and find solutions through their play as they work out how to climb in and out of toy wheelbarrows. Children take delight in their independence skills, such as when they learn how to wipe their hands and face after lunch. They giggle when they look in the mirror and see how far the sauce has gone.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

There has been a change in leadership since the last inspection.

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About this inspection

The inspector spoke with leaders, practitioners, parents and children.

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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:

Haven Early Years Centre Harris Road, Bridgemary Gosport Hampshire PO13 0UY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Haven Nursery School & Children's Centre Governing Body

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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