Centre Place Nursery

Centre Place Nursery

Unique reference number (URN): 2634742 Address: Centre Place, 15 Prospect Close, SOUTHEND-ON-SEA, SS1 2JD Type: Childcare on non-domestic premises Registered with Ofsted: 01/04/2021 Registers: EYR Registered person: Pre-School Learning Alliance

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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 are very well prepared for each stage of their learning. Young children learn to become independent and confident in their self-care abilities. They make rapid progress from their starting points, including those who face barriers to their learning.

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Achievement Strong standard

Children settle well and explore activities with confidence. They show a love for playing outdoors and safely take turns on equipment. For example, children share turns as they create obstacles for water to travel through different-sized tubes. They gain increasing control and coordination as they climb steps to the slide and use play equipment. This helps children to build their physical skills and problem-solve with their peers.

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Achievement Strong standard

Children become confident communicators and show imagination in their play. They retell stories and remember words to songs and rhymes. They manage their emotions well, and this supports them as they prepare to transition to school. They take part in 'talking transitions' and have opportunities to meet with teachers from their new school. This helps children to become familiar with the school environment and expectations.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create an environment that positively supports children's learning and development. They have high expectations for children's behaviour. Leaders and staff support children to understand their feelings and emotions through targeted activities. For example, they teach the importance of kindness and being considerate towards others in puppet play. Children carefully listen in group activities and demonstrate concentration for periods of time. This helps them to self-regulate and gain positive attitudes to learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff help children to understand and follow key routines with confidence. This helps children to gain confidence in the setting and to form a sense of belonging. Staff teach children according to their individual ages and stages. They build meaningful relationships with children that help them to understand what is expected of them. Staff act as positive role models for children, demonstrating respect and kindness towards all.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff help parents to understand the importance of children's regular attendance from the very beginning. Leaders and staff ensure they follow stringent procedures to ensure children's attendance is punctual and any absences are swiftly followed up. This ensures that all children, including those who face barriers to their learning, access their entitlement.

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Children's welfare and wellbeing Strong standard

Leaders and staff support children to consistently make healthy choices and embed high- quality practices. For example, children from a young age demonstrate hygiene skills confidently and choose their own snacks. Children follow staff's instructions about how to wash their hands and talk about why it is important. Children benefit from consistent routines and know what is coming next. This contributes to children developing a secure sense of belonging, and this supports their wellbeing. Staff sensitively help children to manage their care needs independently.

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Children's welfare and wellbeing Strong standard

Leaders and staff develop secure attachments with children. They tailor settling-in sessions and are flexible to meet the individual needs of children and families. When children become ready to move on in their learning, staff create tailored plans. This helps children to make progress and smooth transitions across the nursery.

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Children's welfare and wellbeing Strong standard

Leaders and staff monitor children closely when they rest and sleep. They follow stringent safe sleeping arrangements and regularly review procedures and practice to safely meet individual needs. Staff are responsive to children when they ask for help and support. They have created warm relationships with children where they can go for reassurance and enjoy cuddles when they need comfort.

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Curriculum and teaching Strong standard

Leaders and staff implement a well-sequenced curriculum for all children. They regularly review children's progress and identify where support can be made to deliver high-quality learning. Staff engage children's learning through meaningful interactions, ensuring their unique individual needs are met. For instance, staff directly join in children's play and extend their interests through questions. They spark children's imaginations. This helps to build children's vocabulary and self-esteem.

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Curriculum and teaching Strong standard

Staff consistently support children's communication and language through effective role modelling. They introduce mathematical concepts as children explore water play with containers. For example, staff talk to children about how 'full' and 'empty' their containers are with water. Children have time to think and respond appropriately. Staff extend children's ideas as they use tweezers to 'pinch' coloured balls and transport them into containers. This helps children to develop fine motor skills and become confident in their own abilities.

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Curriculum and teaching Strong standard

Staff teach children about sustainable living. For example, children grow their own seeds and use spades to 'scoop' soil and 'pat' down soil into planting pots. Staff encourage children's achievement with praise. This helps to recognise children's abilities and develop a secure sense of belonging.

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Inclusion Strong standard

Leaders and staff are highly skilled at identifying children's individual needs and implementing early support. They know children and families well and work sensitively with parents, establishing excellent partnerships. Parents give praise to the progress their children have made since starting the nursery.

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Inclusion Strong standard

Leaders use additional funding children may receive effectively to reduce barriers to their learning and development. For example, children experience drama classes following support from local professionals to meet their individual needs. Leaders and staff consistently work with other professionals to offer children early help strategies. Staff support children with small-group sessions to develop their attention skills. Children take part in 'what's in the box' activities that help to extend their communication and language skills. This helps children to become confident communicators.

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Inclusion Strong standard

Leaders and staff offer children a very inclusive play environment. They expertly make adaptations for children to access activities and resources. They help children to feel included and have positive learning experiences. Leaders and staff prioritise sharing information with parents, regularly monitoring support. This helps children to make excellent progress from their starting points, especially those who may face barriers to their learning.

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Leadership and governance Strong standard

Leaders are passionate and enthusiastic to drive excellence at the nursery. Staff morale is high, and they engage in regular supervision sessions to share their interests and seek professional training opportunities. Staff report they feel well respected and valued in their roles.

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Leadership and governance Strong standard

Leaders support staff to nurture their strengths and identify professional support opportunities to enhance teaching further. They prioritise children's learning and make effective decisions that have children's best interests at heart. Leaders and staff regularly reflect on their practice and have high expectations of the nursery. The ongoing coaching and support provided helps staff to become highly skilled in their roles and give children the best possible care.

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Leadership and governance Strong standard

Parents describe the nursery as nurturing and supportive. They speak highly of their experiences and praise leaders and staff's knowledge in supporting children with special educational needs and/or disabilities. They comment on leaders and staff's keen commitment to ensure their children's needs are met. Leaders and staff are proactive to ensure children receive the support they deserve and make progress in their learning. They work effectively with other professionals and value the partnerships they have to swiftly identify early support. Leaders follow robust procedures to prioritise children's safety and wellbeing. This helps children to feel safe in a positive and nurturing environment and make excellent progress in their learning.

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

Leaders and staff are passionate about the care they provide for all children. They warmly welcome and greet children and families as they arrive. Children arrive happily and settle quickly at the nursery. They are ready and keen to explore. Leaders and staff are deeply

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Inspector:

Courtney McAllister attentive to children, showing them the utmost respect. This helps children, including the very youngest, to feel safe and secure in the nursery's nurturing environment.

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Inspector:

Leaders and staff prioritise children's communication and language. Children become curious learners as they talk about how to grow seeds. They listen to staff's instructions and describe in detail how to plant them. From a young age, children demonstrate excellent hygiene skills. They show increasing confidence in their abilities, having a positive impact on their health and wellbeing. Leaders and staff are positive role models for children. They encourage children to make positive friendships and have manners. This helps children to develop positive attitudes to learning with their peers.

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Inspector:

Staff use Makaton and visual aids throughout the nursery. They build on children's communication skills and engage in meaningful conversations. Staff prepare children well to make smooth transitions in their routines. For example, children get their coats to get ready and play outdoors. Children learn to take safe risks and explore their physical skills in a wide range of ways. They confidently climb equipment, such as stairs to go down the slide. Staff support children when needed and give them praise for their achievements. This helps children to feel a sense of belonging and valued.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and disabilities coordinator and parents and carers 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:

Centre Place 15 Prospect Close SOUTHEND-ON-SEA SS1 2JD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Pre-School Learning Alliance

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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