Benjamin Rabbit Nursery

Benjamin Rabbit Nursery

Unique reference number (URN): EY477957 Address: 18 New Road Avenue, Chatham, ME4 6BA Type: Childcare on non-domestic premises Registered with Ofsted: 22/07/2014 Registers: EYR Registered person: YMCW Nursery 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

All children, including those with special educational needs and/or disabilities and those facing barriers and challenges to their learning, develop the necessary skills and knowledge to be ready for their next learning stage successfully. For example, children who were non verbal when they started are now able to communicate using sounds. Other children who found it challenging to settle at first have now made friends, developing strong bonds with staff.

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Achievement Expected standard

Older children independently explore the environment, making choices about what they want to do and play with, supporting their confidence. Children progress through the curriculum effectively. For example, babies learn to crawl and balance. Younger children develop their language skills by joining in with rhymes and songs. Older children learn to recognise and write their names. These skills help children to be ready to transition to school successfully.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have commonly understood expectations for children. However, at times, staff do things for children that they could attempt themselves. This means staff do not always consistently provide opportunities for children to develop their independence skills further.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage children's positive behaviour. Where needed, staff remind children of the rules of the setting and encourage children to play cooperatively together, praising children when they do. Children in the main, treat each other with kindness and care. Staff are good role models supporting children to use good manners and be polite. As such, children begin to develop positive attitudes to each other and staff.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance and punctuality, working closely with families to embed routines at home in readiness for starting school. They work in partnership with other professionals to seek advice and guidance where further support is needed. For example, babies are provided with resources to help them become confident movers. Younger children are provided with support to help them communicate and learn new vocabulary. Older children learn about sustainability and looking after the world. This helps to ensure all children, including those with special educational needs and/or disabilities and those facing barriers to their development, are equipped with the skills they need for the future effectively.

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Children's welfare and wellbeing Expected standard

Leaders and staff create safe and welcoming environments for children and their families. They praise and encourage children, developing their self-esteem. For example, babies high five staff when they achieve something for the first time, and beam with smiles. Younger children cuddle their friends when they are upset. Older children respond well to requests from staff. This helps children develop secure attachments and positive wellbeing. However, at times, staff do not routinely explain to children the impact of their actions or behaviour to support children's understanding further and to help them develop their social skills even more.

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Children's welfare and wellbeing Expected standard

Leaders and staff prioritise outdoor learning. For example, babies and younger children regularly go for walks within the local community to broaden their experiences. Older children are excited to go to forest school, where they learn to make camp fires safely. Children with special educational needs and/or disabilities and those facing challenges and barriers to their learning are supported to understand what is happening next. This helps develop children's wider understanding successfully.

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Children's welfare and wellbeing Expected standard

Leaders and staff work closely with families to support children's individual routines. Babies' feeding and sleeping routines are supported well to ensure they settle. Other children are offered flexible sessions to help them feel included and to meet individual needs effectively. This promotes children's welfare and wellbeing successfully.

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Curriculum and teaching Expected standard

Leaders have a very accurate awareness of the quality of teaching. They have effective action plans in place to bring about improvements. However, they recognise they still have work to do in ensuring staff have the confidence to identify how to extend activities to support children's learning further. At times, staff do not always challenge children's thinking to support their development most effectively.

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Curriculum and teaching Expected standard

Staff plan a curriculum which prioritises children's communication and physical skills. Babies cuddle up to staff to share stories, developing a love of books. Younger children learn to ride bikes and use cutlery with skill. Older children excitedly join in with activities supporting their letter sound recognition. These activities support children's development effectively.

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Curriculum and teaching Expected standard

Staff use assessment information to tailor their teaching to meet children's individual needs. Staff support children with special educational needs and/or disabilities and those facing barriers to learning by providing them with opportunities based on their individual interests and next steps. For example, babies enjoy learning to identify different colours when sorting shapes. Younger children sustain concentration when counting with staff. Older children explore favourite cars and trucks with staff, learning about different sizes. Staff support children's mathematical understanding successfully.

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Inclusion Expected standard

Leaders and staff ensure all children and families are welcomed and valued. At times, however, staff do not always deploy themselves most effectively to ensure all children are included and engaged consistently in their play and learning. This means that at times, some children are not as focussed as they could be.

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Inclusion Expected standard

Staff identify children's needs quickly. They work closely with parents when children start to help them settle. Children with special educational needs and/or disabilities and those facing barriers and challenges to their development have individual plans in place to ensure gaps in learning are bridged. Leaders monitor and review support and make adaptations where required. Staff access specialist training and advice to further their own understanding in meeting children's specific needs. For example, staff use sign language and communication resources to help children understand what is expected.

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Inclusion Expected standard

Leaders use additional funding effectively to develop sensory spaces where children can be supported to manage their own feelings and emotions successfully if they become dysregulated. Staff purchase specialist equipment to ensure children have access to all areas of the curriculum, supporting their ongoing development. This ensures all children make positive progress from their starting points.

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Leadership and governance Expected standard

Leaders have a very secure understanding of the settings strengths and areas of further focus. They have already made positive strides in enhancing provision but identify where further improvements need to be made to ensure consistency of practice. Leaders have reviewed and enhanced their procedures for raising concerns about children and adults and now have clear and robust procedures in place. Staff benefit from opportunities to share their strengths and skills with colleagues from their neighbouring setting which supports their ongoing development.

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Leadership and governance Expected standard

Leaders ensure staff have access to a wide range of specialist training, support and advice to develop their knowledge and skills. They encourage staff to take on additional qualifications and to pursue professional development opportunities to continue to raise the quality of practice further. They provide staff with regular supervision opportunities to prioritise staffs' wellbeing and workloads.

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Leadership and governance Expected standard

Leaders work closely with parents and other professionals to ensure children with special educational needs and/or barriers and challenges to learning and development are suitably supported. They regularly review the use of additional funding to support children's individual needs to ensure it is used effectively to help children make positive progress. Leaders are committed to ensuring they continue to offer high-quality care and education to all children and families and have ambitious plans for the future.

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

Children are welcomed and safe at this unique setting. Leaders and staff know their children and families well. They provide an inviting environment for children to learn and grow. For example, babies enjoy exploring shapes with staff who show warmth and interest in what they do. Younger children concentrate and persevere when sorting coloured bears, learning to count. Older children are encouraged to use their imagination and problem-solving skills when taking turns to make models with tubes. Staff encourage children to have positive attitudes to learning and help them to develop relationships successfully.

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

Children are provided with an interesting and exciting curriculum. Staff plan activities and experiences ensuring children have the necessary skills ready for their next step in learning. For example, babies spend time exploring paint and water, supporting their sensory development. Younger children set up a tea party for their friends, sharing out plates and cups together. Older children enjoy their visits to forest school, spending time in nature and learning about the world around them.

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

Children with special educational needs and/or disabilities, and those facing barriers and challenges to their learning and development, are supported to make positive progress from their starting points. Staff access a wide range of training and support to help them manage children's specific needs and to further their own knowledge and skills. Staff use funding effectively to purchase additional toys and resources based on children's needs and interests. Children are provided with safe and cosy spaces to support them if they need quiet and calm time. This helps support children's emotional well-being positively.

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

Children demonstrate that they feel welcomed and belong. Leaders and staff work closely with parents to embed routines. For example, families are supported to manage transition to school effectively by attending regularly. As such, children are eager to attend and are ready for the next stage in their learning.

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Next steps

Leaders should support staffs' confidence to identify how and when they can extend activities to further children's learning. Leaders should encourage staff to support children's developing independence skills more consistently. Leaders should help staff to explain to children the impact of their actions and behaviour to support children's understanding further. Leaders should support room leaders to ensure staff are deployed most effectively to support children's full engagement.

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About this inspection

The inspectors spoke with managers, deputies, leaders, practitioners and the special educational needs coordinator during the 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. We carried out this inspection as a result of a risk assessment, following information we

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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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Facts and figures used on inspection

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

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Total number of places

received about the provider. The provider will be able to give parents further information about this.

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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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