Rise and Shine Day Nursery & Pre-School

Rise and Shine Day Nursery & Pre-School

Unique reference number (URN): EY547297 Address: Sidcup Sports Club, 49 Sydney Road, Sidcup, DA14 6RA Type: Childcare on non-domestic premises Registered with Ofsted: 12/10/2017 Registers: EYR Registered person: Cool Ginger & Co 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

Children have consistently positive attitudes to their learning and to each other. The setting demonstrates a respectful culture that promotes positive behaviour. Practitioners skilfully adapt their approaches to enable all children to engage in meaningful play and experiences. They support children from a young age to play cooperatively together. Leaders and practitioners have high expectations for children. They are effective role models. They consistently demonstrate respectful practice, such as asking children before changing nappies or wiping their noses. They teach children manners and how to be caring towards each other through sharing and turn-taking. Practitioners' approach to unwanted behaviour is very effective. They look at repeated patterns of behaviour that children engage in. Practitioners create activities that allow children to explore this in a safe and supported way.

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Behaviour, attitudes and establishing routines Strong standard

Children develop close relationships with practitioners, who support their emotional development through comfort and reassurance. Children are confident to approach practitioners when they need this support. Children learn about their emotions through consistent support and the use of resources such as the 'colour monster' book and character toys. Lead practitioners have implemented effective routines within a calm and nurturing environment. They offer quiet spaces that support children to regulate and understand their emotions. As a result, children increasingly manage their own feelings and behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work closely with families to encourage regular attendance and break down barriers to children's learning. They take decisive action to anticipate, identify and address any barriers to attendance. Leaders know children in their care incredibly well, including their learning needs, next steps and how they are going to support their learning and development further.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are securely supported through warm and attentive care. Practitioners build close relationships, which ensure that children feel safe, secure and settled. They provide calm and stable interactions that support children's emotional security. Key persons are thoughtfully allocated to match the needs and interests of children. Children approach practitioners with confidence to interact or when they need reassurance. Children are cautious about visitors, then happily engage with them when familiar practitioners are nearby. Practitioners nurture very strong attachments with children that help them to feel completely secure. Practitioners provide settling-in sessions that are highly bespoke to the needs of children and their families. Children feel empowered to express themselves and show high levels of trust in the practitioners.

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Children's welfare and wellbeing Strong standard

Children with special educational needs and/or disabilities receive support tailored to their needs. This ensures that they can participate in activities and experiences. Practitioners are close at hand to provide support and reassurance. This helps children to feel secure and remain engaged. Practitioners promote healthy lifestyles consistently through well- established routines and practices. They teach younger children the importance of positive

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Expected standard

hygiene practices. Older children show growing independence by washing their hands and using the toilet by themselves. They know to wash their hands before and after meals and following messy activities.

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Leadership and governance Strong standard

Leaders have a clear and ambitious vision for the setting, alongside high expectations for care, learning and safeguarding. They ensure that the curriculum supports all children to develop knowledge and skills, and planning incorporates children's interests and abilities. Children with special educational needs and/or disabilities and those who face other barriers to learning can access the curriculum fully.

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Leadership and governance Strong standard

The team is passionate and committed to the setting, children and families. It ensures that all children receive quality education that supports them to get the best start in life. Leaders create a culture of continuous improvement. They reflect on the effectiveness of the setting and identify where provision can be further developed. Leaders have identified minor weaknesses in the curriculum implementation and are taking steps to address these to ensure that high-quality teaching and learning is embedded across the setting. Leaders ensure that training and development opportunities are tailored to practitioners' individual needs and interests. This has a positive impact on practitioners, who show confidence and have ambitions for career development. Leaders support and monitor professional learning to make sure practice is consistent across the setting.

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Leadership and governance Strong standard

Leaders form positive relationships with parents and carers. They work effectively to encourage active participation within the setting. Parents speak highly of the setting. They find practitioners caring and supportive. Practitioners value the transparency and communication during settling-in periods. Parents feel well informed about their child's development. These positive partnerships develop continuity between the setting and home. This also supports children's wellbeing as they feel safe and secure, while also being supported effectively in their learning and development.

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Achievement Expected standard

Children generally make steady progress from their individual starting points. They build the knowledge and skills needed for future learning. Babies grow physically as they learn to pull themselves up, move along furniture and explore their environment with increasing confidence. They begin to communicate through babbling, using gestures and responding to music.

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Achievement Expected standard

Toddlers show increasing independence and problem-solving skills as they take part in activities. For example, they transport, pour and fill objects and navigate their way around obstacles. Children begin to share, take turns and form friendships through guided interactions. Pre-school children generally become more confident in expressing their ideas, managing routines and joining in imaginative play. Children with special educational needs and/or disabilities (SEND) as well as those facing other learning barriers make steady progress due to suitable adaptations and tailored support. Overall, children typically develop the personal, social and practical skills they need for their next stage of learning. Children with SEND and those who experience additional barriers to their learning could benefit from targeted and well-coordinated support to help them make even better progress.

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Curriculum and teaching Expected standard

Leaders have clear intentions for the outcomes for each age group as children move through the nursery. These intentions show a well-sequenced curriculum that supports children to become independent and curious learners. The planning and activities offered reflect the nursery's vision. Practitioners offer a range of play-based experiences and activities that match children's interests and developmental needs.

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Curriculum and teaching Expected standard

Children receive support from an early age to develop their understanding of basic mathematics. Practitioners introduce mathematical language effectively. They create engaging opportunities for younger children, for instance by including counting in creative activities such as shape printing, while also modelling words to describe size. Older children receive support to apply their counting skills and begin to explore addition through play.

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Curriculum and teaching Expected standard

Children access a well-thought-out curriculum. Practitioners deliver the curriculum well, planning experiences that build on what children already know and can do. They know children well and use this understanding to provide a range of learning opportunities. Practitioners use assessment and tracking to identify emerging needs. They understand children's individual next steps, adapting activities to support children's progress. However, practitioners do not always make the most of the learning environment or build on children's ideas to deepen learning. They do not use opportunities to extend children's learning fully through effective use of resources or by following children's lines of enquiry. This means children's learning is not extended effectively to further improve their outcomes.

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Curriculum and teaching Expected standard

Children develop a positive interest in books. They enjoy sharing stories with others or looking at books on their own. Children often ask practitioners to read to them, who do so with enthusiasm and engage children well. Families have access to a lending library, which gives them access to resources and encourages reading at home.

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Inclusion Expected standard

Inclusive practice is embedded throughout the setting. The curriculum is carefully adapted to be inclusive for all children. This ensures that children feel included and valued and can access learning alongside their peers. The setting provides a range of strategies to support children with special educational needs and/or disabilities (SEND). This includes access to quieter spaces, small-group sessions and individual support from special educational needs and/or disabilities coordinators and external agencies, such as the local authority and speech and language therapists. Leaders use funding effectively to provide resources that are thoughtfully matched to children's individual needs and interests, further supporting their ongoing development. Generally, children with SEND and those experiencing additional barriers make progress from their starting points and participate fully alongside their peers. Through close

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Inclusion Expected standard

observation and tracking, practitioners identify each child's individual needs and adjust their approaches to support them. They work well with parents and carers and external agencies to reduce barriers to children's learning development and wellbeing. The positive partnerships made with parents allow practitioners to support families with care and understanding. They help to address any challenges parents may face and work together for a consistent approach. Leaders have identified the need to further strengthen support for children with SEND and those who experience additional barriers to their learning to help them make consistently secure progress.

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

All children settle well into the friendly and nurturing setting. Children build secure bonds with practitioners, who meet their needs through kind and caring practices. Children are eager to explore and learn. They engage with a range of resources and activities. Children receive support from practitioners who provide meaningful interactions across the setting.

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

Children grow and become independent and confident learners. For instance, practitioners encourage children to lead their own play and follow their ideas. Children also receive encouragement to serve their own food and manage their own hygiene needs, such as washing their hands and wiping their nose. Practitioners provide reassurance where needed, using age-appropriate language and support that helps children to understand their emotions and feel secure.

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

Children benefit from an effective and stimulating curriculum that promotes children's enthusiasm for learning. Practitioners carefully consider individual children's needs and interests, adapting activities to ensure that these are reflected in their learning experiences. Practitioners follow children's lead while commenting on their play and introducing new vocabulary. This supports children's language development throughout the day.

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

Children with special educational needs and/or disabilities flourish at this setting. Leaders and practitioners understand each child's individual needs and follow their developmental plans. This ensures that children receive the correct support from the start of their learning journey. As a result, all children make progress to achieve their full potential.

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Address:

Sidcup Sports Club 49 Sydney Road Sidcup DA14 6RA

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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 - 18:30

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Next steps

Leaders should strengthen practitioners' understanding of how to extend children's learning in the moment to ensure consistent and highly effective teaching. Leaders should ensure continued improvement in the setting's work to remove barriers for children who need extra help to secure a deeper impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and parents and carers 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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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. 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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