Chidren1st @Rosemary Lane

Chidren1st @Rosemary Lane

Unique reference number (URN): EY481238 Address: Elm House, Monks Road, Lincoln, Lincolnshire, LN2 5HL Type: Childcare on non-domestic premises Registered with Ofsted: 03/09/2014 Registers: EYR, CCR, VCR Registered person: Breedon House 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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Achievement Expected standard

Children typically evidence effective progress across the curriculum. They are suitably prepared for the next stage in their learning. Some children demonstrate more advanced development but this is not consistent across the nursery. Older children are able to show that they have many of the skills needed for school. For example, they show increasing maturity as they manage eating at mealtimes safely and independently. Children demonstrate fantastic physical skills and technique as they play with footballs outside. As the ball bounces high in the air, they are able to judge the bounce then successfully score a goal. Younger children are able to concentrate for extended periods of time as they use a range of mark-making resources to explore paint. Children with special educational needs and/or disabilities make confident progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Staff typically support children's behaviour well. Children generally develop positive attitudes to learning. This tends to be more consistent with the older children who attend. Older children develop a confident focus on the activities they choose but this is sometimes less clear for the younger children. For example, when cooking and painting, older children enjoy the freedom given to them by staff to explore resources and develop their own interests.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between key persons and children are effective. Babies look to staff as they smile and reach up with their arms for a cuddle. Younger babies enjoy the comfort of staff holding them gently as they drink a bottle of milk. This shows that they feel safe and secure at the nursery. Staff get to know about children's likes and dislikes. This helps them to plan activities that they know children will enjoy. Children get along with each other well and enjoy singing songs about their friends at nursery. Staff are positive role models to children as they support each other with the routines of the day. They understand the role of other professionals who might be involved in a child's life to support their learning and wellbeing. Leaders understand the importance of positive attendance in establishing effective routines before children start school.

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Curriculum and teaching Expected standard

Leaders and staff have a confident understanding of what they want children to learn. They plan and sequence the curriculum effectively. Leaders have recently developed a more creative approach to teaching. This includes an extension of the activities offered for expressive arts and design. As a result, there are now beneficial learning experiences for children across the curriculum. For example, during a music session, staff ask children to take turns with their friends at playing instruments. They respond by saying that 'sharing is caring' and show that they understand that all children should have a turn.

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Curriculum and teaching Expected standard

Children enjoy counting musical notes as staff play the guitar for them. Staff correctly identify when children need extra help with counting. They sensitively correct children to help them to count towards 20. Staff recognise that some children require teaching in

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Needs attention

different ways to help them to learn. They adapt the language that they use to help children to understand new words. Support for children's communication and language is typically effective. However, at times, children do not consistently receive high-quality interactions to extend their learning even further.

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Inclusion Expected standard

The special educational needs coordinators work highly effectively with the staff team to identify any children who may require any additional support. This ensures that all children are fully prepared for the educational journey ahead. For example, extensive plans are in place for children with special educational needs and/or disabilities (SEND). This enables all children and their families to feel happy and settled before they start school. Leaders set high expectations for what children can achieve.

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Inclusion Expected standard

Leaders use additional funding effectively to close gaps for children. For example, they use funding to support focused time between children and their key person. This helps to strengthen bonds and develop children's communication and language skills. Support for some children with SEND is highly effective but this is not yet consistent for all children across the setting. Children who are known or previously known to children's social care are supported well. Staff are alert to any children who may face barriers to their learning. They are able to identify and respond effectively to those who may need a little more help than others.

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Children's welfare and wellbeing Needs attention

Care practices do not always meet children's needs. Not all staff are clear on the process to follow if a child has a minor accident at the setting. This means that children are not supported in a consistent way to promote their welfare and wellbeing. Children have daily access to a large and extremely well-resourced outside area. Staff make best use of this to support children's wellbeing. They carefully consider the activities inside and outside that will help children to enjoy their play and learning.

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Children's welfare and wellbeing Needs attention

Staff support children to understand how to keep themselves healthy in hot weather. Children learn to stay hydrated and talk about putting their hats on to shield their heads from the sun. Food for mealtimes is freshly prepared at the nursery. Children enjoy a range of healthy options depending on their dietary needs and preferences. They recognise that mealtimes are enjoyable social activities and chat to their friends as they eat. Older children enjoy taking part in fun discussions with their key person during which they giggle and make each other laugh. This shows that they are developing secure relationships with the adults who care for them.

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Leadership and governance Needs attention

Generally, leaders work hard to keep children safe and monitor staff practice across the nursery. However, they have not identified inconsistencies in staff's understanding of their roles and responsibilities in relation to handling minor accidents. This means that staff are responding to accidents in different ways. As a result, children's welfare is not always being promoted effectively.

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Leadership and governance Needs attention

Staff appreciate that leaders work hard to support their wellbeing and development. They comment that leaders are very receptive to any new suggestions or ideas and genuinely care about how the staff are feeling. All staff access professional development opportunities closely linked to improving their practice. This helps individual staff members to focus on what they need to learn next and how they can build on their skills.

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Leadership and governance Needs attention

Leaders make sure that staff develop effective partnerships with parents and carers. Parents comment that they are very grateful for the care and consideration that staff show them and their children. For parents who are experiencing difficult times, they state that staff are incredibly kind, caring and supportive. Parents feel that they are kept informed about the progress their child is making and how they can support their development at home.

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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 achieve well at this happy and well-resourced nursery. They enjoy the broad range of activities that are offered to them. For example, children take part in cooking, painting, music and sport regularly. They develop positive relationships with the staff who care for them. This helps children to make the most of their experiences in the nursery as they feel safe and secure. However, there are inconsistencies in how staff attend to children who have had a minor accident. Staff are not always clear on how they put into practice the training they have received about responding to accidents. This means that children receive differing degrees of care which does not always meet their needs.

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

All children and families are welcomed and included. Children play harmoniously together and are learning to cooperate successfully as they play football as part of a team. Babies show that they feel relaxed and happy as they explore the environment. They enjoy the company of other children at mealtimes and begin to babble as they join in with conversations at lunchtime.

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

Children who need extra help with their learning are generally well supported. Staff identify any barriers that children face and take action to ensure these are reduced. Children with special educational needs and/or disabilities receive encouragement to learn in a way that best meets their needs. Staff take time to get to know children's interests and fascinations. This helps children to become more involved in activities that excite them.

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

Staff support children and their families to attend their early education sessions. This supports them to establish effective routines before children start school. Leaders recognise what children are missing out on if they do not attend. They work diligently to encourage children to make the most of every session.

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Address:

Elm House Monks Road Lincoln Lincolnshire LN2 5HL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Breedon House Nurseries Limited

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure that staff fully understand their roles and responsibilities, in order to respond to accidents that children may have effectively 30/06/2026

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About this inspection

The inspector spoke with leaders, staff and the special educational needs coordinator 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 : 07:30 - 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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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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