Toucan Education Ltd

Toucan Education Ltd

Unique reference number (URN): 2771701 Address: Hexham Road, Swalwell, Newcastle Upon Tyne, NE16 3BN Type: Childcare on non-domestic premises Registered with Ofsted: 01/02/2024 Registers: EYR, CCR, VCR Registered person: Toucan Education 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

All children at the setting are diagnosed with special educational needs and/or disabilities. They make superb progress and develop skills to support them in the next stage of their learning. Children concentrate well and are progressing towards the targets that staff have set for them. For example, children work alongside other children trying to match pairs in a card game for approximately 5 minutes. With adult support, they watch the game and identify where the matching cards are.

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Achievement Strong standard

Children develop their communication skills as they copy key phrases and communicate with staff outside. Children start to talk about how they are feeling and begin to join in with songs and rhymes. They develop positive attitudes to their learning. They enter the classroom with enthusiasm and choose resources to play with. Children develop their physical skills as they run and jump and enjoy activities, such as crawling in the movement room.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work with parents to help them to understand any barriers to children attending. They put plans in place to ensure that children can benefit fully from the sessions available to them. This includes working with children in the home to help them to overcome barriers that may exist.

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Behaviour, attitudes and establishing routines Strong standard

Children develop highly-positive relationships with staff. They thoroughly enjoy playing with staff as they explore the jungle animals or enjoy imaginative play outside. Staff support children to develop relationships with each other. Staff are superb role models to children and understand children's specific needs. Children learn to interact with both children and staff. They are polite and well mannered. Children benefit from consistent routines. For example, children enjoy a short carpet session followed by a group activity. Staff support children throughout to help them to work alongside other children. They help children to navigate the challenges of waiting for their turn or to understand that they cannot win every game they play.

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Behaviour, attitudes and establishing routines Strong standard

Leaders ensure they have a detailed understanding of children's behavioural needs. Staff are highly attuned at recognising when children need time to regulate their emotions. Staff have consistent expectations, which they sensitively reinforce, as necessary. This helps to ensure a focused and calm learning environment.

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Children's welfare and wellbeing Strong standard

Staff know children exceptionally well and go out of their way to plan for children's interests. They find out incredibly detailed information from parents to help them to plan for children's individual needs and any barriers they may face to their wellbeing. For example, they know about any barriers children face at meal and snack times and plan adjustments for these. Staff are on hand to provide support when the need arises, such as providing space away from the table if food smells become overwhelming or making a sandwich to support children's emotional regulation.

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Children's welfare and wellbeing Strong standard

Staff share detailed information with parents about healthy diets, as well as the most recent government guidance regarding food safety. Children enjoy a healthy packed lunch and daily fresh air and exercise as they play in the garden. Children learn how good hygiene supports their health.

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Children's welfare and wellbeing Strong standard

Staff are highly skilled at recognising when children need additional support. They recognise when children may need reassurance, for example during group sessions. They allow children to set up any toys that they may use to provide comfort during the session. For example, some children bring jungle animals to the carpet and group activities and staff help children to set up the scene before they start. This helps children to participate fully. Staff encourage children to talk about their emotions and how they are feeling.

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Curriculum and teaching Strong standard

Leaders design a bespoke curriculum that meets children's individual needs and stages of development. There is a specific focus on physical development, communication and language and their personal. social and emotional development. Staff use children's fascinations extremely well to help children access the curriculum and overcome the many barriers to their learning. Staff notice what children are playing and skilfully extend their play further. For instance, when children make 'knight's soup', staff work alongside them to discuss the ingredients of the soup. Children are buzzing with excitement and enjoyment as staff pretend to put various body parts into the soup.

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Curriculum and teaching Strong standard

Staff support children's communication consistently well. They use every opportunity to model correct language. For example, when children say 'me want', they sensitively model the correct phrasing 'I want'. Staff ensure every interaction is of a high quality and use it to extend language further. During the inspection, children are fascinated in plastic bees and pretend to sting other children. Staff consistently say 'Oh no, it stung …'. The use of this repetitive phrasing helps all children to repeat the phrasing.

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Curriculum and teaching Strong standard

Staff plan a wealth of activities to support children's individual targets in physical development. Children access a bespoke movement room and some children enjoy time in the ball pool, to develop their core strength.

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Inclusion Strong standard

Staff know the children incredibly well. They work closely with parents and other professionals, such as schools, who are involved with the attending children to understand children's individual needs. They find out about any barriers that children may face to their learning and plan adaptations to the daily routine to support these children. For example, staff create bespoke visual timetables to help children to have the confidence to leave their parents and move into the setting with ease.

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Inclusion Strong standard

Leaders and staff have a superb relationship with professionals from education, health and children's social care. They attend a range of meetings to ensure that they can meet all children's needs, including those children who are known or have previously been known to children's social care or those who are disadvantaged.

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Inclusion Strong standard

Leaders monitor children's progress carefully using bespoke monitoring techniques. This helps them to gather robust information to share with schools or other professionals, should children need to access further support. They ensure staff are well trained in how to support the complex needs of children.

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Inclusion Strong standard

Leaders have a transformational impact on the lives of many children. For example, they provide high levels of individualised support to help children to recognise their own needs. Some children benefit from meditation and yoga to help them to access different aspects of the curriculum. Many children recognise the benefits of these techniques themselves through time. This highly individualised support often helps children to reintegrate back into mainstream school.

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Leadership and governance Strong standard

Leaders have identified clear priorities for development. Staff's professional development is closely matched to the setting's improvement priorities, as well as those identified by staff. Training is highly focused on supporting children with special educational needs and/or disabilities. Following recent training from clinical psychologists on parenting and communication, leaders have developed a consistent way of communicating with children. This consistent communication has helped to ensure secure attachments between staff and children. Staff are currently attending training to help them support children affected by trauma. Staff comment that leaders support their wellbeing exceptionally well.

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Leadership and governance Strong standard

Staff work incredibly well with a range of professionals involved with the care and education of the children at the setting. For example, they work extremely closely with schools that children also attend. They share detailed information to plan the most effective ways of supporting individual children's and families' needs. Before children start, they gather detailed information from parents and schools. Many schools also visit the setting before and after children start. Staff share targets with schools and work with them to adapt them as necessary. They work together to provide a joined-up approach to ensure children get the help and support they need from the relevant health professionals, to meet children's complex needs effectively.

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Leadership and governance Strong standard

Staff work effectively with parents to support children's needs. They share detailed information about where children are in their learning and development and the targets they are working towards. Staff support parents and carers by liaising with professionals to get any available additional help for parents.

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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 with special educational needs and/or disabilities attend Toucan Education on a part-time basis for up to 17 hours per week. Some children attend the setting as their only education and some attend other settings alongside Toucan Education. Other children attend the setting as part of their mainstream offer. Children develop enriching relationships with staff. Staff know children exceptionally well and go out of their way to plan for children's interests. This helps children to settle quickly because they know that staff value their interests. Children enjoy a highly stimulating curriculum, that is carefully tailored to their

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Address:

Hexham Road specific needs and interests. These bespoke targets help children to make accelerated progress. They develop skills to support their future learning, and many reintegrate back into mainstream education.

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Address:

Children enjoy their learning and look forward to the time they spend outside or in the movement room. Children are motivated to learn and thrive on the praise they receive. When staff tell children, 'good job', children are keen to do further tasks. Children enjoy the relaxed sociable mealtimes. They enjoy talking with staff about their family and brothers and sisters. They behave well and listen to their friends. Children are very safe. They navigate the space well and know how to use equipment, such as the ball pool, safely.

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Address:

Children arrive happily in the morning. They look forward to attending and through time, they see the setting as a place to relax and be themselves. They overcome the anxiety and barriers to attendance that have developed in school. They benefit from the excellent partnership that staff develop with parents and schools to help overcome these barriers.

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Next steps

Leaders should continue the highly-reflective work with all linked schools to obtain and share detailed information to ensure they have a sustained and transformational impact on children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents, children and teachers 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. Swalwell Newcastle Upon Tyne NE16 3BN Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 15:00

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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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