Overton Nursery & Pre-School Centre

Overton Nursery & Pre-School Centre

Unique reference number (URN): EY427511 Address: 160 Royden Road, Upton, WIRRAL, Merseyside, CH49 4RH Type: Childcare on non-domestic premises Registered with Ofsted: 13/05/2011 Registers: EYR, CCR, VCR Registered person: Overton Community Centre Ltd

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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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Behaviour, attitudes and establishing routines Strong standard

Leaders consistently model expected behaviours. This creates a calm but busy learning environment where children's behaviour is exemplary. Children demonstrate positive attitudes to their learning. They are kind and caring and learn how to collaborate with others through purposeful activities. For example, when outside, older children initiate a game of hide and seek. They decide who will count and who will hide. They ensure that they apply the rules of the game fairly and squeal in delight when they find their friends.

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Behaviour, attitudes and establishing routines Strong standard

Effective key-person systems are in place. Staff know about children's home lives and are aware of changes ahead of them. They use this information to plan an individualised curriculum for children to help support their emotional wellbeing. Children show that they understand what is expected of them, as they instinctively collect their water bottles on their way for lunch. Staff adapt their teaching and use pictorial routine cards to support children with special educational needs and/or disabilities and those facing other barriers to learning. This ensures that all children understand when routines are changing. Leaders work closely with families to emphasise the importance of children's attendance and punctuality, helping them to form positive habits for the future. Leaders follow up absence swiftly.

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Achievement Expected standard

Children engage well in their learning environment, which staff plan to support purposeful learning. They make steady progress from their starting points and develop confidence, independence and positive attitudes to learning. Children show increasing independence as they manage routines and make choices about their play. For example, young children are helped to use their washcloth after lunch, and they clean their face and hands with vigour. Older children clear their plates and help tidy away their toys. Young children explore sand and look for hidden treasure, developing their early sensory and language skills.

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Achievement Expected standard

Leaders ensure that all children, including those with special educational needs and/or disabilities and those facing other barriers to learning have access to the full curriculum. This helps them to make progress towards their next steps in learning and development. Children learn about festivals such as Chinese New Year and Diwali, which helps them understand what makes them unique.

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Children's welfare and wellbeing Expected standard

Leaders and staff greet children and their parents warmly when they arrive at the setting. They have designed flexible and robust settling-in procedures tailored to individual needs. This ensures that staff know the children well and they settle quickly into the setting. Children demonstrate that they feel safe, happy and secure. Those children who have left the setting, return for holiday club provision, enjoying time with their siblings and familiar faces.

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Children's welfare and wellbeing Expected standard

Lunchtime is a lovely social occasion, where groups of children come together to chat with their friends. Occasionally, staff do not extend opportunities to develop children's awareness and understanding of healthy food and drink choices. Strengthening teaching in these areas will help promote children's attitudes to lifelong healthy habits. Staff adapt care routines to suit the individual needs and feelings of children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. For example, they ensure that babies and children have privacy when nappy changing and toileting, advocating respectful care.

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Curriculum and teaching Expected standard

Leaders and staff plan and deliver an ambitious and exciting curriculum for all children. Through accurate and timely assessments, they have identified that there are some gaps in children's mathematical knowledge. Mathematics is beginning to be embedded within children's play and daily routines. Older children are introduced to mathematical language and concepts as they explore. However, practice is not yet consistent across the whole staff team, and at times opportunities are missed to support children's understanding of early mathematics.

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Curriculum and teaching Expected standard

The environment is carefully considered to provide a wide range of learning opportunities based on children's interests and motivations. For example, in the toddler room, staff have provided toys and resources in the role-play area to support those children who are expecting siblings. Children take their dolls for walks and later bath them in the water play. These play opportunities are helping to prepare children for changes in their home life.

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Curriculum and teaching Expected standard

Communication and language skills are promoted effectively. Staff use clear, age- appropriate language and engage children in meaningful conversations. The lending library enables children to take books home to enjoy with their families, which helps to extend their learning. Staff use a range of communication strategies to help children with special educational needs and/or disabilities and those facing other barriers to learning. All children are learning to communicate with confidence and are building their language structures.

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Curriculum and teaching Expected standard

Staff support children's physical development well, both indoors and outdoors. They provide soft-play resources for babies to encourage them to practise climbing safely and build strength, while older children develop coordination and control as they manipulate play dough and use a range of mark-making tools. Children are developing physical skills to help them in their future learning.

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Inclusion Expected standard

Overall, leaders demonstrate a commitment to inclusion and ensure that the needs of all children are understood and met effectively. Staff working with children with special educational needs and/or disabilities (SEND) are well trained and knowledgeable in the role and follow a graduated approach. For example, they carry out regular observations and accurate assessments, which enable them to identify gaps in children's learning and development at the earliest opportunity. Focused strategies are in place to support children with SEND and those facing other barriers to learning. These are linked to children's care plans and shared with parents to implement at home. Parents are extremely complimentary about the support and guidance they have received over time to support their children's forthcoming transition to school.

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Inclusion Expected standard

Staff work with external professionals and agencies, seeking advice to ensure children receive the specialist help they require. Leaders have a secure understanding of eligibility for additional funding and use this effectively. This includes providing flexible sessions during the summertime to provide continuity of care to help further promote children's development, wellbeing and learning.

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Leadership and governance Expected standard

Leaders and staff strive to provide high-quality care and education for children and families. They demonstrate a clear understanding of their setting's context. Leaders and staff use self-evaluation through daily professional discussions with staff, peer observation of practice and feedback from parents to help identify any emerging areas for improvement. For example, they have identified that there are gaps in the curriculum for mathematics and are taking action to address this.

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Leadership and governance Expected standard

Leaders develop close relationships with parents and carers, who are complimentary about the advice and guidance they receive to help their children make progress in their development. Furthermore, leaders work in close partnership with the local authority and other professionals involved in children's care and welfare to ensure children receive coordinated and timely support. They implement and oversee targeted action plans to promote the learning and development of children with special educational needs and/or disabilities and those facing other barriers to learning.

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Leadership and governance Expected standard

Staff report that they feel supported by leaders, who consider their wellbeing. They receive routine safeguarding and first-aid training to support them in their roles. This promotes positive outcomes for children and staff's wellbeing and workload.

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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 and families receive a warm welcome in this setting, and children are eager to go off and find their friends when they arrive. This is because staff build secure relationships and know the children and their families well. Consequently, all children, including children with special educational needs and/or disabilities and those with barriers to their learning, separate from their parents and carers with ease. Those who are new to the setting seek out comfort and reassurance from kind and caring staff members.

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

Children experience a broad and well-sequenced curriculum that supports their learning and development. They learn in an inclusive environment where they feel able to take part fully and achieve well. Children enjoy the wide range of learning opportunities staff provide both indoors and outdoors. For example, children and staff start their morning with an invigorating music and movement activity. This helps to energise and motivate them ready for the day ahead. Babies smile and giggle when they see the bubble wand, calling out 'pop' when the bubbles disappear. When outside, children practise their mark-making skills to create a large painted canvas together. Such activities, alongside staff's positive, encouraging interactions and effective teaching, help to build children's knowledge and skills across all areas of the curriculum. This prepares children for the next stage in their education.

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

Children experience clear expectations for behaviour and routines, and as a result, their behaviour is exemplary. Children learn to say 'please' and 'thank you' and are kind and considerate to their friends. They show positive attitudes to their learning and their environment. For example, children watch with intent when a ladybird lands on one of their toys. They take extreme care not to disturb it and are happy to see it fly off again. Children are developing their social skills, confidence and curiosity to help them in their next stage of

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Address:

160 Royden Road Upton WIRRAL Merseyside CH49 4RH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Overton Community Centre Ltd

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Address:

Register(s): EYR, CCR, VCR learning. Children experience flexible operating hours that fit well with family routines, which helps them attend regularly.

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Next steps

Leaders should continue to further enhance the curriculum and consistency of teaching to support children's mathematical development. Leaders should strengthen teaching and learning to develop children's knowledge and understanding of healthy lifestyles.

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About this inspection

The inspector spoke with leaders, practitioners and parents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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

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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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