Little Thinkers@Curledge Street Academy

Little Thinkers@Curledge Street Academy

Unique reference number (URN): 2793507 Address: Curledge Street Academy, Curledge Street, Paignton, TQ4 5BA Type: Childcare on non-domestic premises Registered with Ofsted: 12/06/2024 Registers: EYR Registered person: Little Thinkers Pre-School & Nursery

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

Leadership and governance Strong standard

Leaders are reflective and adaptive. They know the aspects of their provision that require focus and swiftly put plans in place to further develop teaching and the learning experiences for all children. For example, leaders recognise that recent inconsistencies in staffing have resulted in interactions and learning experiences for children that do not consistently promote the best possible progress. Leaders have taken decisive action and now have a consistent, core team of well-trained staff, who know the children in their care and support their learning and development well. Leaders have begun to embed targeted training for newer staff to support them well and to promote all children's progress effectively, although this has not yet had the time to be fully impactful in all areas of the provision.

p.2

Leadership and governance Strong standard

Leaders establish working relationships with parents and carers that prioritise children and are open and honest. Communication with parents is daily and purposeful, supporting continuity and consistency of children's care. Parents and staff have a shared understanding of children's daily experiences and how to best celebrate learning and promote further progress.

p.2

Leadership and governance Strong standard

Leaders' communication with staff is supportive and collaborative. Leaders strive to ensure all children, including those with special educational needs and/or disabilities, receive high- quality care. Staff wellbeing is a priority, and leaders offer comfort, support and a listening ear, which staff greatly appreciate. The priority placed on supporting and developing staff creates a team that is content and focused on their work, helping all children achieve and thrive. Leaders support staff to grow in confidence, skills and knowledge. For example, leaders mentor staff through apprenticeships and provide targeted support and release time for them to promote their wellbeing and professional development.

p.2

Achievement Expected standard

Children generally progress well from their starting points. They develop effective communication skills, as they sign their needs and wants, for instance. Older babies babble with confidence and excitement as they play alongside their friends. Children enjoy imaginative play in the toy kitchen. They excitedly stir their cake mixture and enjoy making sounds with metal whisks and bowls. Their communication is full of meaning and joy. Children develop early language skills as they enjoy listening to stories, singing songs and communicating with others. Children learn new words and use them as they play. For example, when their watering can is empty, children say 'more', and enjoy the praise they are given.

p.2

Achievement Expected standard

Children develop physical skills as they play. They balance, get on and off tricycles, crawl through tunnels and kick balls. Children develop whole-hand grasp and control as they make marks with chalk. They enjoy practising this skill and focus intently. Children with special educational needs and/or disabilities, and those who face other barriers to their learning, progress well. Children develop confidence and show focus in their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff provide praise and encouragement to children as they play, and generally promote positive behaviour well. They know children's character and interests, and typically respond well to individual needs. Leaders create an environment that is generally calm and happy, following routines to build familiarity and confidence. Staff promote kindness, respect and manners. For example, children brush their teeth after lunch, responding 'yes please' as staff offer them their toothbrush. Staff delight in their answer and praise their politeness.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff support kindness and cooperative play, as children roll a ball through a tunnel to their friends, for example. They wait patiently for it to be returned and smile with happiness as it is. Staff help children to understand feelings. For instance, they say, 'Look how happy you have made your friend.' Positive relationships between children and their key person strengthen children's sense of belonging. Staff adapt activities to make sure they meet the needs of all children. For example, children enjoy taking part in small-group activities, developing their listening and attention skills. Children who are not yet ready for this engage with other activities.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work in partnership with parents and carers to support children's regular attendance. There is a shared understanding that children benefit from attending frequently and engaging in a range of learning experiences.

p.3

Children's welfare and wellbeing Expected standard

Staff know children well and help them to feel safe and secure. Effective settling-in procedures help children, parents and carers to feel confident and happy. Staff gather information from parents to gain knowledge of children's interests, needs and individual gestures and communication strategies. Staff respond well to children's nonverbal cues, promoting eye contact, focus and understanding that all children can share their needs and wants. Leaders and staff provide a safe, inviting space where babies and young children explore and develop inquisitiveness and curiosity as they play and learn.

p.3

Children's welfare and wellbeing Expected standard

Staff teach children about hygiene practices to promote children's self-care skills. Children learn to wash their hands and manage their personal needs, for instance. However, staff are sometimes too quick to offer support, limiting children's practise of new skills, such as eating independently and seating themselves for lunch. This does not consistently promote children's independence to the highest possible levels.

p.3

Children's welfare and wellbeing Expected standard

Staff provide children with daily opportunities to play outdoors and benefit from the fresh air. Staff help children find joy in nature as they encourage them to listen to bird song in the trees. Children look up at the trees with concentration as they listen intently and beam with happiness when they hear birds tweeting.

p.3

Curriculum and teaching Expected standard

Leaders implement a typically well-planned curriculum that provides a wide range of engaging learning experiences. The curriculum has an emphasis on promoting children's communication development, and staff provide an environment that is full of language. Staff model new vocabulary, such as 'twist' and 'turn' as children ride tricycles, for instance. Staff provide clear direction when teaching new skills. They tell children to put their feet down on the floor when on the tricycle, as it will make them move faster. Children smile as they begin to move along the grass. Children's early understanding of mathematics is well supported. Staff count while building tower blocks with children and count the number of balls they roll through a tunnel. Staff typically promote children's choice and ownership over their learning, but this is not yet consistent, and, at times, affects children's engagement levels.

p.4

Curriculum and teaching Expected standard

Staff help children's resilience and confidence to grow and support them to solve problems in their play. For example, as children enjoy popping bubbles and cannot reach the ones that are floating higher, staff suggest they climb on a stepping stone to stretch up high and reach them. Children follow this instruction and smile with pride as the bubble pops.

p.4

Curriculum and teaching Expected standard

Children enjoy learning activities that prepare them for their next stage in learning. For example, staff promote children's physical development well. They support babies to pull themselves up and cruise around furniture. They promote children's balance and coordination as they hold toddlers' hands and help them navigate stepping stones in the garden. Staff monitor what children know and can do, including those with special educational needs and/or disabilities, and generally target support appropriately. For example, children who benefit from some quieter time away from others have opportunities for this, which helps them learn to regulate their feelings and responses.

p.4

Inclusion Expected standard

Children show a real sense of belonging, are known well by staff and clearly feel safe, secure and well cared for. Staff understand children's interests, identify individual needs and address any barriers to their learning. Staff's interactions generally build well on what children already know and can do, for instance, supporting their communication and language skills to grow. Staff teach children to use signing to confidently share their wants and needs. For example, children use signs to signal that they would like more fruit at snack time. Leaders typically monitor children's progress well.

p.4

Inclusion Expected standard

Staff work with parents and carers to identify any barriers to learning, and with outside agencies to adapt experiences to help children thrive. Professional development generally helps to support children's needs well. For example, leaders train staff to use a new method of monitoring the progress that children with special educational needs and/or disabilities make. This helps staff provide targeted teaching that promotes children's engagement. Children make steady progress from their starting points.

p.4

Inclusion Expected standard

The key-person system is typically effective in promoting supportive bonds between children and staff. Staff interact regularly with parents, developing a shared understanding of children's current levels of development. Staff plan and adapt activities so that all children can participate fully and make expected progress.

p.4

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

Children thoroughly enjoy their time here and feel safe, secure and happy as staff greet them warmly. All children experience learning activities that build on what they already know and can do and typically make steady progress from their starting points. Children develop warm and positive relationships with their key person. Staff help to celebrate what makes children unique as they praise their thoughtfulness and care. All children demonstrate confidence as they play. Children show a real sense of belonging as they play and learn alongside their friends, developing a positive sense of self. They are familiar with their environment and enjoy being active and exploring. For example, children relish the opportunity to use a watering can to water plants. Children receive support to share and take turns, and staff praise their efforts to do so.

p.5

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

Children are engaged and focused. Staff interact with and support them as they play, reducing barriers to learning well. Children delight in playing with dough and use stampers to create marks. They create music with shakers, chime bars and tambourines and also enjoy quieter, peaceful moments, looking at books independently. Children enjoy a learning environment that is full of language. They frequently listen to staff read stories and sing nursery rhymes. Children join in with actions and listen intently to the rhythm and rhyme. Children attend regularly, and staff promote the importance of attending with parents and carers. If children are absent, staff quickly contact parents to check on their health and wellbeing. Staff offer support and guidance to help children return to nursery, happy and healthy.

p.5

Next steps

Leaders should embed targeted training for newer staff to support all children to make the best possible progress. Leaders should support staff to extend opportunities for children to make choices in their learning. Leaders should support staff to promote independence consistently as children play and learn.

p.5

Address:

Curledge Street Academy Curledge Street Paignton TQ4 5BA

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Little Thinkers Pre-School & Nursery

p.6

Address:

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

p.6

Facts and figures used on inspection

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

p.6

About this inspection

The inspector spoke with leaders, staff, parents, carers and children 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.

p.6

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.7

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.7

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.7

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.7

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