The Early Years Academy Ibstock

The Early Years Academy Ibstock

Unique reference number (URN): 2771383 Address: 5-7 High Street, Ibstock, LE67 6LG Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2024 Registers: EYR, CCR, VCR Registered person: The Early Years Academy Loughborough Limited

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

Achievement Strong standard

Children make consistent and clear progress across all areas of learning. They build on what they know and can do, demonstrating rapid progress in communication, fine motor control, sensory exploration and early independence. Children show growing confidence as they express their ideas, use new vocabulary and engage in rich, purposeful play.

p.2

Achievement Strong standard

Children are highly focused and motivated. They think deeply, explore problems with increasing independence and use a clear narrative in their play to organise their thoughts. As a result, children play well together, cooperate during shared activities and show confidence in self-help skills. Additional funding enriches their experiences further. Children immerse themselves in exciting sensory dinosaur lands, explore story sacks and use resources that help them understand and regulate their emotions. These opportunities ensure disadvantaged children achieve well from their starting points and access rich, meaningful learning.

p.2

Achievement Strong standard

Children with special educational needs and/or disabilities make clear progress because their needs are identified early and barriers are reduced quickly. Children respond well to visuals, repetition and gentle guidance, showing increasing confidence as they follow routines, anticipate what will happen next and access learning that is right for them. Regular assessments ensure children continue to make consistent progress through carefully sequenced experiences. Children transition confidently between rooms and are very well prepared for school, showing kindness, independence and confidence in all aspects of nursery life.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders provide strategic, highly effective leadership of behaviour, attitudes and routines. They create a warm, safe and welcoming environment, where expectations are clear, consistent and understood by all staff. Attendance is excellent. Leaders and staff follow robust procedures to monitor any absence through daily checks, swift follow up and clear communication with families. This ensures children's wellbeing is prioritised and any emerging concerns are addressed quickly, minimising the impact on children's learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Positive relationships are a significant strength. Strong attachments underpin children's emotional security, and staff model calm, respectful interactions. Children behave well, show kindness and respond confidently to staff guidance. When children occasionally struggle, practitioners intervene sensitively, supporting them to regulate and re-join play.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes to learning. They listen during group times, move calmly between activities and wait patiently at mealtimes. Staff teach emotional vocabulary, kindness and turn-taking, helping children develop strong self-regulation skills. Babies benefit from predictable, nurturing routines that support engagement and emotional regulation. Approaches to behaviour are inclusive and responsive. Staff adapt strategies for children with special educational needs and/or disabilities, using visuals, emotional coaching and consistent routines. Behaviour management training ensures a unified approach across the team. Children show resilience, confidence and independence, and are very well prepared for the next stage of learning.

p.2

Children's welfare and wellbeing Strong standard

Leaders provide highly effective strategic leadership of children's welfare and wellbeing. They place emotional security, belonging and care at the centre of the setting's work, ensuring a calm, nurturing and emotionally attuned environment. Staff feel well supported by leaders, which contributes to the consistently warm, responsive practice seen across the nursery.

p.3

Children's welfare and wellbeing Strong standard

Children demonstrate that they feel settled, safe and secure. They form strong attachments with their key person, confidently seeking comfort, reassurance and interaction. Babies benefit from sensitive responses to their cues, including cuddles, eye contact and soothing voices. Children show they feel loved, valued and emotionally supported.

p.3

Children's welfare and wellbeing Strong standard

Wellbeing is developed through sensory experiences, sound baths, yoga, emotional literacy work and peaceful spaces that promote regulation. Children build positive relationships, develop independence and confidently manage their own needs, such as handwashing, toileting and preparing snacks.

p.3

Children's welfare and wellbeing Strong standard

Approaches to wellbeing are inclusive and responsive. Staff work closely with families, using family books, self portraits and stay-and-play sessions to strengthen belonging. Leaders promptly identify children who may need additional support, including children with special educational needs and/or disabilities, and follow targeted plans with parents and professionals. Transitions are well structured, helping children feel secure and confident as they move through the setting.

p.3

Curriculum and teaching Strong standard

Children benefit from an ambitious, well-sequenced curriculum that leaders have designed with a clear understanding of what they want children to learn and why. Children experience a curriculum that builds communication, emotional literacy, cultural awareness, independence and early mathematics through carefully planned, meaningful experiences. Children move smoothly through the setting because the curriculum is coherently structured from babies to pre-school, with a strong focus on preparing them for their next steps.

p.3

Curriculum and teaching Strong standard

Children enjoy rich, purposeful activities linked to core books, sensory exploration and real life experiences. Children snuggle into cosy spaces to share stories, mix potions inspired by 'The Gruffalo' and explore natural materials that strengthen fine and gross motor skills. Children develop strong coordination through climbing, running, trikes, tools, pipettes and cutlery practice, all sequenced to build physical readiness for writing and self care.

p.3

Curriculum and teaching Strong standard

Children make strong progress because teaching is consistently high quality. Staff model vocabulary, repeat language, narrate play and engage children in turn-taking conversations that deepen understanding. Children benefit from calm, gentle interactions that create emotionally secure learning environments. Staff use a 6-week review cycle and a 'stop, pause, reflect' approach to adapt teaching responsively. Children with special educational needs and/or disabilities, and those facing barriers to learning, receive targeted support through visuals, objects of reference and personalised plans. Funding is used effectively to provide appropriate resources that help children access learning with confidence.

p.3

Curriculum and teaching Strong standard

Children thrive because teaching is purposeful, responsive and rooted in deep knowledge of child development.

p.4

Inclusion Strong standard

Children experience a highly inclusive environment, where their individual needs are identified early and met with care, precision and warmth. Children benefit from staff, who know them deeply and use observations, baseline assessments and ongoing discussions with families to understand their starting points and any emerging barriers.

p.4

Inclusion Strong standard

Children with special educational needs and/or disabilities are supported through a clear graduated approach. Staff and leaders work closely together alongside external agencies and parents. This ensures that needs are accurately assessed and addressed. Staff use visuals, objects of reference, clear routines and personalised targeted plans to help children understand what is happening next, feel settled and confidently access learning that is right for them

p.4

Inclusion Strong standard

Children who are disadvantaged or known to social care receive personalised support that reduces barriers to their wellbeing and development. Staff adapt routines sensitively, such as adjusting mealtime expectations, providing bereavement resources or supporting toilet training and sustained attention. Children who speak English as an additional language are supported through early targeted plans, dual language strategies and close partnership with families.

p.4

Inclusion Strong standard

Children are fully included in all aspects of the setting. Their interests shape planning, transitions are carefully supported and staff ensure every child feels valued, represented and able to participate. As a result, children make sustained and meaningful progress from their starting points and thrive within a nurturing, responsive environment.

p.4

Leadership and governance Strong standard

Leadership is well established and embedded across the setting, creating ambitious expectations for all children and staff. Leaders have a precise understanding of the setting's strengths and take swift, well-judged action to improve practice. Leaders have developed a culture of research-informed practice, enabling staff to confidently discuss theory, pedagogy and curriculum decisions with inspectors. This includes innovative work that promotes free art, open-ended expression and schema-based learning, supporting children to explore ideas creatively and follow their own interests.

p.4

Leadership and governance Strong standard

Leaders promote a culture of continual improvement. They use a 6-six week 'stop, pause and reflect' cycle to review what is working well and what needs to develop. Staff receive high-quality training in safeguarding, supporting children with special educational needs and/or disabilities, emotional wellbeing and sensory-based approaches. Staff feel valued and supported through supervision, induction, coaching and the Wellbeing Academy, which offers emotional support, wellbeing walks, vouchers and regular check ins. This contributes to a stable and highly motivated workforce.

p.4

Leadership and governance Strong standard

Leadership of behaviour, attitudes and routines is consistent and inclusive. Leaders ensure clear expectations and responsive approaches for children with special educational needs and/or disabilities. Partnerships with families are strengthened through practical support, community links and well planned engagement events.

p.5

Leadership and governance Strong standard

Day-to-day leadership is well organised, with clear systems that ensure the setting runs smoothly. Recruitment is rigorous, safeguarding is well led and processes for attendance, medication, food safety and emergency planning are applied reliably. Leaders communicate clearly, manage complaints transparently and ensure the setting remains safe, nurturing and governed to a consistently high standard.

p.5

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

Voluntary Childcare Register requirements

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

p.6

Register

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

p.6

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

Children arrive happy and eager to explore. They settle quickly into the calm and homely spaces, such as cosy book corners and softly lit nooks with comfortable rugs. These areas help children to feel safe and secure. Children confidently manage their own routines, showing growing independence as they hang up their belongings and choose where to play. They move freely between rich sensory activities available, including treasure baskets, light trays and textured exploration zones.

p.6

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

Children enjoy learning because activities are thoughtfully designed around their interests, with open-ended art and play. Children are provided with calming sensory experiences, such as play dough with natural materials, water play with fruit slices and gentle sound prompts that spark curiosity and creativity. Children develop strong communication skills as staff model vocabulary, sing, narrate play and engage in early turn-taking. These interactions help even the youngest children build language and understanding.

p.6

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

Children form warm, trusting attachments with staff and often run into their key-person's arms, showing deep emotional security. Children learn alongside their peers in an inclusive environment, where every child is valued, represented and celebrated. Children see their cultures reflected through textiles, displays and celebrations, such as 'Child Artist of the Month', helping them feel they belong. Families are welcomed warmly, and their contributions are valued through shared learning, conversations and regular updates.

p.6

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

Children thrive because behaviour expectations are calm, consistent and rooted in positive relationships. Children feel safe to explore. They are supported through thoughtfully designed spaces, such as clear pathways, low-level shelving and well organised zones. The well-established and attentive staff oversight ensures children are always supported sensitively. Children show kindness, share resources and develop positive social skills as they play together. Children confidently take part in yoga sessions, placing their mats on the floor and copying poses, such as lion and downward dog. Through simple breathing

p.6

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registration date: 22/01/2024 techniques, they learn to understand their bodies and manage their emotions. In addition, they experience sound bath audio, coloured scarves, low lighting and relaxing music that create a soothing atmosphere and support emotional regulation.

p.7

Address:

Children are well prepared for their next steps because staff know them deeply and reduce barriers to learning through responsive teaching and purposeful routines. Children's uniqueness is recognised and nurtured, enabling them to flourish, achieve well and experience a genuine sense of belonging in the setting.

p.7

Next steps

Leaders should ensure continued improvement in the setting's successful work to embed consistently high-quality, research-informed practice across all rooms to realise a transformational impact on all children's achievement and wellbeing.

p.7

About this inspection

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

p.7

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. Registered person: The Early Years Academy Loughborough Limited

p.7

About this inspection

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

p.8

Facts and figures used on inspection

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

p.8

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.9

Urgent improvement

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

p.9

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.9

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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9