Nanny's House

Nanny's House

Unique reference number (URN): EY556609 Address: P R E S E N S, Easthill House, Easthill Park, Portslade, Brighton, Sussex, BN41 2FA Type: Childcare on non-domestic premises Registered with Ofsted: 02/05/2018 Registers: EYR, CCR Registered person: Vallyon, Simone Claire

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 Expected standard

Children generally achieve well through the curriculum and make age-appropriate progress. Some babies use the Makaton sign for 'please'. Younger children seek support from staff when don't want other children to play with their own toys they have brought in from home. Older children are confident communicators. They share their thoughts and ideas with their peers. Babies enjoy pretending to be sleeping bunnies and join in with nursery rhymes.

p.2

Achievement Expected standard

Babies enjoy crawling through soft play tunnels and develop the physical skills required to move on to the next room. Younger children learn self-care skills, such as asking for the toilet when needed. Their independence could be promoted further to make sure they are well prepared for their move to the pre-school room. Older children achieve the skills they require for their transition to school. For example, they encourage each other to take turns and praise their friends for their efforts.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children develop secure relationships with all staff, including staff who do not work every day. Staff know the children very well and children enjoy playing alongside them. For example, younger children laugh as they build a tower with bricks and it becomes taller than them. Staff supporting babies have an in-depth knowledge of their individual needs and abilities. They create a calm environment where babies show they feel secure. Older children build positive relationships with others and respect their peers. For instance, during circle time children comment on how high each other can jump as they take turns to jump in the circle.

p.2

Behaviour, attitudes and establishing routines Expected standard

Generally, children behave well. Staff are beginning to use strategies to support individual children's behaviour, such as using visual cards and visual timetables to help children understand what is happening next. When younger children want to play with the same toy, staff intervene calmly, explaining to children they need to share and offer a distraction. on the whole, children engage well in activities and are keen to have a go.

p.2

Children's welfare and wellbeing Expected standard

Children's hygiene and self-care is promoted well. Staff are consistent at supporting children to wash their hands before each meal and snack. Older children leave their room independently to go to the toilet and leaders and staff monitor this to make sure they return swiftly. Staff respond well to children who are tired and adapt the routines to meet their individual needs.

p.2

Children's welfare and wellbeing Expected standard

During mealtimes, staff talk to older children about the different parts of their bodies. They describe their food travelling down their throat and connecting to their tummy. Children lay the tables ready for lunch and have the opportunity to serve their own food and pour their drinks. Although this gives children the opportunity to practice their independence skills at lunchtime, this is not something they are able to do at other times in the day. In addition, younger children who are able to be more independent at mealtimes are not always provided the opportunity to practise these skills. Children are encouraged to use their manners at mealtimes. For example, babies use Makaton to sign 'please'. Older children ask each other to pass the water jug and wait patiently for their turn.

p.2

Curriculum and teaching Expected standard

Leaders support staff to plan the curriculum for all children as they move through the setting and ensure it is age and stage appropriate. For example, staff working with babies focus on supporting them to feel secure and settled as well as promoting their early language development. They skilfully repeat words back to babies and respond attentively to their attempts to communicate. This includes modelling some Makaton signs to help them communicate. The curriculum is designed around a theme that interests children, such as learning about things that live under the sea and exploring different countries in the world. Staff suggest ideas for children's activities and often take the lead in their play. For example, children frequently take part in activities as a whole group and at times some children loose interest while waiting for their turn.

p.3

Curriculum and teaching Expected standard

Children enjoy imaginative play. They make pretend passports and look for their name on their ticket to board the pretend aeroplane. Staff teach children about the different landmarks in some countries, such as The Great Wall of China and Tower Bridge in London. Staff use books to support children's learning alongside their play. For example, they count the number of legs the octopus has in a book about sea creatures. Staff then encourage children to compare this to the number of legs they have, to encourage their early mathematical awareness.

p.3

Inclusion Expected standard

Leaders work with other professionals and parents to ensure children receive consistent care. Staff know all the children well and monitor their development regularly. They share children's progress with parents and any identified gaps in their learning. Staff share ideas with parents on things they can do at home to help their children progress.

p.3

Inclusion Expected standard

Leaders ensure children with special educational needs and/or disabilities, and those facing barriers to their learning receive the help they need. For example, staff recently attended training to help them understand how to respond to children's behaviour and are beginning to implement various behaviour management strategies. Leaders invite parents to attend training with them, to help ensure a consistent approach to children's learning and care. Referrals are made to other agencies, if necessary, such as speech and language therapist and support is provided to families with completing referrals to other professionals, if required.

p.3

Leadership and governance Expected standard

Leaders have been prioritising recruiting and supporting new staff at the setting. They have identified areas they would like to improve, such as developing their outdoor provision and expanding staff knowledge of outdoor learning. Although leaders are aware they need to define the leadership roles and responsibilities and support staff to develop their practice and skills, they have not yet been able to fully embed this. That said, staff have recently attended training to help them to support children's behaviour. Staff report they feel well supported and able to discuss any concerns they may have with leaders as they arise. They feel their wellbeing is a priority and leaders take action to support staff should they feel overwhelmed.

p.3

Leadership and governance Expected standard

Leaders work closely with families and support them with any barriers to the children's learning. This includes, supporting families with referrals to outside agencies and transitions to other settings. Parents report how happy they are and they love the community feel the setting offers.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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

Children receive a warm welcome from their key person as they arrive and are taken to their designated room where they engage in the activities that staff have organised. Babies are shown photographs of their families to help them settle in and feel secure. Children who need a bit more time to settle in are comforted by staff. Children's attendance is monitored and any absences are followed up on.

p.4

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

Children communicate confidently with staff and their peers across the whole setting. Babies utter words that staff identify and repeat back to them, engaging in basic two-way communication. Younger children express their imagination as they pretend small-word

p.4

About this setting

Unique reference number (URN): EY556609 sharks bite their fingers. Older children confidently talk about their families and pets they have at home. Children laugh as they pretend they are drinking cat milk at snack time.

p.5

About this setting

All children enjoy sharing stories and are developing a love of books. Staff use books alongside children's play to help them make connections in their learning. For example, children explore books about sea creatures while they play with various small-world sea creatures.

p.5

About this setting

Children's physical development is promoted well. Leaders and staff pride the setting on having a community feel. Children take part in weekly forest school sessions, trips to the library and recently visited the local pizza van when learning about Italy. Children enjoy exploring the mud kitchen in the garden and are also learning how to grow various vegetables and plants.

p.5

Next steps

Leaders should develop routines so that children have consistent opportunities to be independent. Leaders should strengthen staff practice so that they use the most effective teaching methods to promote children's learning and develop their skills further. Leaders should support staff to develop in their roles and embed their skills to raise the quality of the provision even further.

p.5

About this inspection

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

p.5

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.

p.5

Address:

P R E S E N S Easthill House, Easthill Park, Portslade Brighton Sussex BN41 2FA

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Vallyon, Simone Claire

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

Strong standard

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

p.7

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.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.7

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

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

p.7