Mini Merrys Private Nursery- Seaton Delaval

Mini Merrys Private Nursery- Seaton Delaval

Unique reference number (URN): 2769352 Address: 41-43 Avenue Road, Seaton Delaval, Whitley Bay, NE25 0DT Type: Childcare on non-domestic premises Registered with Ofsted: 01/03/2024 Registers: EYR Registered person: Mini Merrys SD 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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Achievement Strong standard

Children, including those who are disadvantaged or face barriers to their learning, make rapid progress from their starting points. They settle happily and are eager to take part in activities. Staff help children to remember routines. From an early age, they learn when it is time to wash their hands before lunch, and they know that they sit at the table. Older children happily help to clean and tidy after lunch. Children have plenty of time in the well- planned outdoor area. They learn to climb safely and explore how plants grow.

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Achievement Strong standard

Children are consistently engaged in learning across the setting. They count with enthusiasm and match the number of items to written numbers. Children enjoy learning about topics such as caterpillars. Their enthusiasm leads them to request activities they have done previously, such as symmetrical painting to show butterfly wings.

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Achievement Strong standard

Children are prepared well to move on to school. They gain important skills, such as putting on their own coats and being self-sufficient in the bathroom. They start to become familiar with letter sounds as they identify the first letter in their name.

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Behaviour, attitudes and establishing routines Strong standard

Staff demonstrate a highly caring and respectful attitude towards children. They model appropriate behaviour and give children consistent reminders about sharing resources. Staff are passionate about helping children understand how to manage their own feelings. They provide quiet areas that children can withdraw to. Different-coloured mirrors help children relate their expressions to how they feel. Staff help children consider what they could do differently through discussions, stories and the use of props. They ensure that the strategies they use meet the needs of children at different stages of development.

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Behaviour, attitudes and establishing routines Strong standard

Staff develop warm, close relationships with children. In turn, children thrive in this friendly, homely environment. They are eager to join in with activities from a young age and choose what they want to be involved in. Routines are embedded. Children aged over 2 years know when to help tidy up so that they can join together to sing familiar rhymes. These routines help children to feel settled and to know what to expect next.

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Behaviour, attitudes and establishing routines Strong standard

The provider encourages parents to bring their children regularly and to arrive on time. This supports all children, including those who are disadvantaged and those with special educational needs and/or disabilities, to attend consistently and stay engaged in their learning.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a strong focus for staff. This begins with settling-in visits for new children, where staff gather information about each child's needs from parents and start to build relationships. New starters settle quickly. Transitions within the setting are handled sensitively, helping children to move happily to the next room or onto school. Children with special educational needs and/or disabilities thrive, as staff adapt routines and activities to meet their individual needs.

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Children's welfare and wellbeing Strong standard

The provider promotes healthy eating. Freshly prepared meals and nutritious snacks are provided, based on expert health advice, to support children's health and safety. Children's independence is encouraged. As soon as they are able, children drink from an open-top cup. 'Handy helpers' assist the provider with clearing up after meals. Staff offer lots of praise and encouragement, which supports children to do their best. Routines, such as sleep time, are flexible for children under the age of 2. Staff ensure they are safe through consistent monitoring.

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Children's welfare and wellbeing Strong standard

Staff support children to recognise and manage their emotions effectively. Children can withdraw to quiet areas, talk to staff and look at books that help them learn what to do. Physical development is promoted throughout the setting. Indoors, resources help babies learn to pull themselves up and begin to walk. Outdoors, children enjoy learning to run, climb and slide safely.

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Curriculum and teaching Strong standard

The provider has designed a curriculum that carefully builds on what children know and can do. Children have time to consolidate their learning before moving on. Staff are very knowledgeable about their key children and other children in the setting. Planning is concise for next steps, and all staff smoothly incorporate them readily into activities. Staff regularly review children's development using their secure understanding of child development. This is especially important for those with developmental delays. Prompt adaptations for children's learning are made where needed. Children are eager to learn and are deeply engaged.

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Curriculum and teaching Strong standard

Staff create many opportunities for children to develop a deep love of books. Babies happily sit with staff and look at and talk about the pictures. Older children are confident and enthusiastic. They retell familiar stories using the pictures, such as in 'The Hungry Caterpillar'. They excitedly join in with singing familiar rhymes. Staff and children share warm, high-quality interactions. Staff model language well, repeating words to show correct pronunciation.

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Curriculum and teaching Strong standard

Staff have thought deeply about how they can support children's physical development, both indoors and outdoors. They encourage babies to practise pulling themselves up to standing as they look at themselves in a mirror, to climb safely and to build strength. Older children develop coordination and control as they take part in climbing outdoors.

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Inclusion Strong standard

The provider and staff have consistently high expectations of all children and demonstrate a committed approach to ensuring every child thrives. Staff are keen to identify children's starting points, with the input of parents, as soon as they start at the setting. They ensure that those with special educational needs and/or disabilities and those with barriers to their learning receive tailored support. Referrals are made promptly to seek help and advice from other professionals. Meetings are held with parents and other professionals so that detailed support plans can be put in place. This supports children to make the progress they are capable of.

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Inclusion Strong standard

The provider and staff rigorously monitor the progress that children make in their development. They continually review how each child is supported. For example, space has been made available for children to withdraw to should they have difficulty managing their emotional responses. Children make excellent progress through receiving this high-quality and consistent approach. Staff use funding effectively to support children. For example, they take account of children's backgrounds, interests and activities that they may not be able to access. Children have shown an interest in bugs and insects, so they take them for walks in the local environment. They invite organisations in so that children can meet these different creatures.

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Leadership and governance Strong standard

The provider and management team are highly enthusiastic. They have a clear understanding of what works well in their setting and continually self-evaluate to identify areas for improvement. They seek parents' views and observe how children use the setting to see what adjustments are needed. They regularly set themselves targets for improvement. The provision for children with special educational needs and/or disabilities is excellent. The provider and staff offer tailored support that meets each child's individual needs.

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Leadership and governance Strong standard

The provider is committed to staff training, which is a priority when new staff start. Courses, such as the benefits of being outdoors, have helped them review how this works in their setting. Children have been able to improve their physical skills through climbing, to engage with their friends when they play in the mud kitchen and to develop better emotional resilience. The provider and management team focus on staff performance to ensure that they offer high-quality care. They frequently work alongside staff and observe their practice. Staff receive regular supervision and opportunities to reflect. This supports them in strengthening their knowledge and confidence. Staff wellbeing is also supported so that they can be at their best when caring for children.

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Leadership and governance Strong standard

The provider and staff have strong partnerships with parents. Parents are invited to attend stay-and-play sessions, so they can see what happens while their children are there. A wide variety of information about children's progress is shared with them. This is either face to face, through the online application used by the setting or at parents' evenings, where they can meet other families. Parents feel that staff are caring, compassionate and approachable, and that they will work with them if they have any concerns about their child.

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

Children develop strong, trusting relationships with staff. Staff create a highly supportive environment where children are safe, secure and respected. Children are warmly welcomed into the setting. All staff know the children very well and have a sound understanding of their backgrounds, families and individual experiences. From a young age, children are confident and happy to explore their playrooms and resources. Regardless of their ability, staff support them to be fully involved.

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

Children benefit from an inclusive environment. Any delays or gaps in children's development are swiftly identified and addressed by staff. Learning plans are in place to help children reach their full potential, such as to help children manage their own emotions. Staff work with other professionals to support the development of children with special educational needs and/or disabilities. This ensures that all children make excellent progress in their development.

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

Children learn across a broad curriculum that builds on what they already know and can do. For example, children under 2 years old develop their fine motor skills as they thread dried spaghetti into the holes of colanders. This forms part of the preparation in developing their muscles to learn to write as they get older. Older children take great delight in recognising pictures, counting items and finding the number card that matches the quantity they have counted. This supports the development of problem-solving skills.

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

Children learn how to share resources, and staff support them with empathy and consistency. They develop an understanding as staff give sensitive reminders. Children can withdraw to quiet areas, which helps them to calm down. They learn to take care of each other and to show care and consideration. When children first start at the setting, the provider supports parents to understand the importance of regular attendance and what to do if their child is unable to attend.

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Next steps

The provider should ensure continued improvement in the setting's successful work to remove barriers for children who need help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the provider, staff, parents and children 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

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Address:

41-43 Avenue Road Seaton Delaval Whitley Bay NE25 0DT

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Address:

Type: Childcare on non-domestic premises

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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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0 to 4

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

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 .

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

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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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