Minibugs Ovenden

Minibugs Ovenden

Unique reference number (URN): 2606920 Address: 147 Ovenden Road, Halifax, HX3 5SA Type: Childcare on non-domestic premises Registered with Ofsted: 14/10/2020 Registers: EYR, CCR Registered person: Minibugs Nurseries Limited

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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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Inclusion Strong standard

Children are warmly welcomed into this extremely inclusive environment, where their individual needs are consistently recognised and supported. Leaders and staff work closely with parents and carers to gather detailed information about children's starting points and identify any additional needs early. Ongoing assessments help staff understand children's progress and tailor support appropriately. Children who face barriers to learning and wellbeing receive support that helps them access the curriculum and participate fully in nursery life. This helps to reduce barriers and promote positive outcomes for all children.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) receive highly tailored support, that fully reflects their individual strengths and needs. Staff skilfully adapt teaching, routines and resources to help children participate alongside their peers. For example, children benefit from access to a sensory room and thoughtfully designed calm spaces, that support them to regulate their emotions and sensory needs. Leaders work closely with families and external professionals, such as the local authority SEND team, to ensure support is coordinated and responsive to children's changing needs. Staff receive training and guidance to help them meet children individual needs consistently. This means all children make excellent progress from their starting points and develop confidence and independence.

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Inclusion Strong standard

Children who are disadvantaged, known or previously known to social care are supported sensitively. Staff work closely with families and other agencies to help ensure children receive coordinated support. Leaders use additional funding purposefully to help meet children's individual needs and widen the opportunities available to them. Staff build trusting relationships with children and their families and provide support that promotes emotional wellbeing and inclusion. Children feel valued, develop a secure sense of belonging and participate fully in all aspects of nursery life.

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Achievement Expected standard

Children make secure progress from their individual starting points. They develop the skills and knowledge needed for future learning. Overall, children typically build secure foundations across all areas of learning and development and approach new experiences with confidence and enthusiasm. They demonstrate positive attitudes to learning, persevere with challenges and show increasing independence in their play and daily routines. Children confidently explore the environment and make choices about their learning.

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Achievement Expected standard

Children with special educational needs and/or disabilities, those who are disadvantaged and those known or previously known to social care make rapid progress and achieve well alongside their peers. Tailored support helps them to develop the skills they need to participate fully in nursery life. For example, children who were previously nonverbal now use language and engage with others. All children develop the listening, concentration and independence skills that prepare them well for their eventual move on to school.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and demonstrate positive attitudes to their learning. Leaders have established clear expectations and routines that are understood across the nursery. Staff provide calm guidance and model respectful interactions with children. They use praise and encouragement effectively to help children develop confidence and motivation. Children engage purposefully in activities, concentrate for sustained periods and show enthusiasm for learning. Children are curious and willing to try new experiences and take pride in their achievements.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children form warm and trusting relationships with staff, who know them well and respond sensitively to their needs. Staff help children to understand and manage their feelings through continued support and age-appropriate strategies. Children learn to share resources, take turns and consider the feelings of others. They develop positive relationships and cooperate well during play and daily routines. Staff help children to feel secure and develop increasing self-regulation.

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Behaviour, attitudes and establishing routines Expected standard

Children follow well-established routines confidently and understand what is expected of them throughout the day. Staff adapt their approaches to meet children's individual needs, including those with special educational needs and/or disabilities. This helps all children participate fully and develop a sense of belonging. Leaders promote regular attendance and work closely with families to support children's participation. This means children benefit from regular sessions, which helps them build relationships and engage fully in their learning experiences.

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Children's welfare and wellbeing Expected standard

Children typically benefit from care that supports their welfare and wellbeing effectively. Leaders ensure staff understand children's individual needs and provide care that helps children feel safe and secure. Staff know children well and work closely with families to maintain routines and meet children's needs. Children with special educational needs and/or disabilities, those who are disadvantaged and those known or previously known to social care receive support that helps them participate fully. This promotes children's emotional wellbeing and helps them to develop a sense of belonging.

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Children's welfare and wellbeing Expected standard

Children form secure relationships with key staff, who respond sensitively to their needs. These positive relationships help children develop confidence and emotional security. However, in the absence of key staff, systems are not yet fully embedded to ensure children continue to receive consistent support for their learning and wellbeing. Staff support children to develop healthy lifestyles through daily routines and experiences. Children enjoy healthy meals and snacks and learn about the importance of making healthy choices. Children enjoy regular opportunities to be physically active and spend time outdoors each day. Children learn how to keep themselves safe and manage risks. For instance, children develop a secure understanding of road safety, as they navigate the play road on their bicycles. Staff remind children about the importance of wearing helmets and encourage them to consider how to keep themselves safe. These experiences help children recognise and manage age-

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Children's welfare and wellbeing Expected standard

appropriate risks with increasing confidence.

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Children's welfare and wellbeing Expected standard

Children are supported to understand and manage their feelings appropriately for their age- and stage-of development. Staff reinforce expectations and routines that help children feel secure throughout the day. Carefully planned routines, including transitions, mealtimes and sleep times, help children feel settled and ready to learn. This supports children to develop positive attitudes, resilience and a secure sense of wellbeing.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects children's interests, experiences and developmental stages. Staff use assessment effectively to understand what children know and can do and identify appropriate next steps. This helps staff to build children's knowledge and skills over time. Overall, leaders monitor the quality of teaching and provide guidance and support to help staff develop their practice. However, on occasion, staff do not recognise when quieter children need additional encouragement to participate. This means some opportunities to extend their learning are not maximised. Children with special educational needs and/or disabilities, disadvantaged children and those known or previously known to social care are supported well to access the curriculum alongside their peers.

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Curriculum and teaching Expected standard

Communication and language is at the heart of children's learning and development. Staff engage children in meaningful conversations and introduce new vocabulary throughout the day. Children enjoy daily stories and song times as part of their routine. Staff adapt their teaching to provide appropriate support. For example, Makaton signing and visual aids are used well to support children and help them to communicate. Staff encourage children to recall previous experiences, share their ideas and explain their thinking. This helps children develop confidence as communicators. Staff place equal importance on children's personal, social and emotional development. Children learn to manage their feelings and build positive relationships with one another.

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Curriculum and teaching Expected standard

Overall, children's mathematical understanding is typically promoted through everyday experiences. However, staff do not consistently use all opportunities to extend children's understanding of mathematical concepts to develop their skills further. Children develop physical skills through daily outdoor play, where they balance, climb and negotiate space confidently. Children develop independence through daily routines, such as washing their hands and handing out plates and cups at mealtimes. These experiences help children gain the knowledge, skills and confidence needed for future learning.

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Leadership and governance Expected standard

Leaders are committed to providing high-quality experiences for children and their families. They typically understand the setting's strengths and areas for development and demonstrate a secure understanding of their responsibilities. Concerns received prior to the inspection identified weaknesses in information sharing and confidentiality. Leaders responded promptly and appropriately at the time to address the concerns and review procedures to reduce the likelihood of recurrence. This reflects their commitment to promoting children's safety, welfare and wellbeing. Staff report high levels of wellbeing and feel well supported in their roles. Leaders provide staff with wellbeing incentives, such as treats and staff team days. Leaders ensure staff complete all mandatory training and maintain their professional knowledge. Staff access specialist training to strengthen practice further. For example, recent behaviour

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Leadership and governance Expected standard

management training has enhanced staff's confidence in using effective strategies with children. In addition, staff benefit from an online professional development programme to further enhance their skills and knowledge. Leaders intend to strengthen the key-person system further and support all staff to develop their interactions to support children's mathematical development and engagement.

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Leadership and governance Expected standard

Leaders work closely with parents, carers and external professionals to support all children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to learning. Additional funding is used effectively to enhance children's experiences and outcomes. The setting works in close partnership with the local authority SEND team and local schools, to support children's transitions. Parents receive regular updates through discussions, online learning records and regular stay-and-play sessions. Parents speak positively about the care, guidance and support provided by staff. They describe the setting as a safe, warm and highly nurturing environment, where children truly thrive in their learning and development.

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

Children experience a warm, welcoming and inclusive environment where they feel safe, secure and valued. They arrive eager to join their friends and understand the routines that help their day run smoothly. Leaders and staff warmly welcome children and their families and value their contributions. Staff work closely with parents and carers to ensure children feel valued and settled. Children learn alongside their peers and develop positive friendships. They show kindness towards one another and are developing an understanding of how their actions affect others. Staff know children well and value their individual interests, experiences and backgrounds. This helps children feel included and develop a sense of belonging.

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

Children enjoy their learning and engage enthusiastically in a broad range of experiences. For example, they enjoy imaginative play in the mud kitchen. Children work together to scoop and fill their pans with mud, sharing resources and exchanging ideas. This helps children develop their communication, cooperation and problem-solving skills, as they negotiate roles and create their own play scenarios. Children show curiosity about the world around them and take pride in their achievements. Staff build on what children already know and can do, helping them to develop new knowledge and skills over time. Children confidently share their ideas, ask questions and talk about their experiences. Staff support children to develop confidence and independence through daily routines and play experiences. Children persevere when faced with challenges and demonstrate increasing resilience in their learning. Children with special educational needs and/or disabilities, those

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

who are disadvantaged and those who face barriers to their learning, are supported well to participate fully in nursery life.

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

Children behave well and develop positive attitudes to their learning. They understand the nursery's expectations and follow routines confidently. Staff are positive role models, who use gentle reminders and praise to support children's self-esteem and confidence. Leaders promote regular attendance and work closely with families to support children's participation. Children benefit from their experiences and make progress from their individual starting points. They develop the knowledge, skills and confidence needed for their next stage of learning and eventual move on to school.

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Next steps

Leaders should develop the key-person system further so that all children receive consistent support for their learning and emotional wellbeing. Leaders should strengthen the implementation of mathematics so that children benefit from consistent opportunities to develop and apply mathematical knowledge and skills. Leaders should strengthen staff practice further to ensure all children are included and engaged in the learning experiences on offer throughout the day.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Minibugs Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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About this inspection

The inspector spoke with leaders, children, staff, parents, carers and special educational needs coordinators 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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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

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 .

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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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