Little Swanswell Nursery

Little Swanswell Nursery

Unique reference number (URN): EY414744 Address: Cornerstone Family Centre, Howard Street, Coventry, CV1 4GE Type: Childcare on non-domestic premises Registered with Ofsted: 05/10/2010 Registers: EYR, CCR Registered person: Paradise Mobile Creche 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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Inclusion Strong standard

Staff consistently ensure that any barriers to learning that children may face are swiftly identified and effectively addressed. Each child has specific targets and next steps that support them to make rapid progress in their learning from their various starting points. Staff utilise highly specialised strategies and techniques to support children with complex needs. Staff ensure that all activities are inclusive. They rigorously monitor the children's progress and work closely with parents to share key information and next steps. Staff receive training specific for their roles, and they use their expert knowledge and skills to successfully close gaps in children's development. They work closely with external professionals and make referrals when necessary. Leaders thoughtfully consider the use of any funding, and they accurately assess the impact this has on children's outcomes.

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Inclusion Strong standard

Leaders and staff share a consistent approach in what they provide for the children. They make a demonstrable difference to the health and wellbeing of children with barriers to their learning. There is a strong focus on teaching children about empathy and understanding the experiences of others. This is considered at every level. Staff adapt activities such as sports day so that they are as inclusive as possible. For instance, children wear blindfolds during supervised games to help them learn what it can be like for those who may have a visual impairment. This helps children to build a deep understanding about the feelings of others and what makes them unique.

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Achievement Expected standard

Overall, children develop age-appropriate skills across the 7 areas of learning. Younger babies meet their physical milestones. They are learning single words and can communicate in a way to be understood. All children demonstrate an understanding of following simple instructions. They help to tidy up and start to feed themselves.

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Achievement Expected standard

Children are learning to look after their own care needs, such as putting their tissues in the bin after washing their hands. They are eager to learn and explore. They are curious and demonstrate a developing love of books. Typically, older children show respect for their peers and learn to resolve conflicts among themselves. They play collaboratively and share resources as they play with train tracks and dressing-up clothes.

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Achievement Expected standard

Children with barriers to their learning, those who speak English as an additional language, those who have a communication delay and/or those who are disadvantaged achieve well from their starting points in development. Children are suitably prepared for the next stage of their development and typically make steady progress.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy and settled, and routines are established. There is a real sense of calm in the rooms. This enables a conducive learning environment where children demonstrate a positive attitude towards learning. They are keen and eager to explore and try new skills. Staff implement a steady and graduated approach to children's settling in. Positive relationships form between staff and children. Children quickly build connections and attachments to staff. Staff are responsive and recognise if children are tired and hungry. They adapt the routine to meet their individual needs. Staff delegate tasks to one another, work well as a team and are good role models of behaviour. Leaders prioritise children's attendance, and this ethos is shared with children's families. This helps establish positive routines ready for school.

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Behaviour, attitudes and establishing routines Expected standard

Most staff typically manage behaviour appropriately. They are calm in their demeanour and explain the impact unwanted behaviour has on others. Not all rooms have these expectations embedded into their daily practice. While these staff address unwanted behaviours quickly, they do not always follow through with clear expectations to ensure that children fully understand how and why to behave well.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing. All staff have a secure understanding of children's care needs. Children learn about healthy habits, for example why eating too much food is not good for them. Staff gently remind children how to use the equipment correctly, particularly when handling knives safely for children. The on-site cook provides children with healthy home-cooked meals, and staff encourage children to make healthy choices if they bring in food from home.

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Children's welfare and wellbeing Expected standard

For children with special educational needs and/or disabilities or other barriers to their learning, staff use visual aids and a calm approach to support them during nappy-changing time. Staff meet the personal care needs of children with dignity and respect. Staff approach each child calmly, ask for consent and show them the nappy. They gently guide the children to the nappy-changing area. They use this time to quietly interact with the children, supporting their communication and language.

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Children's welfare and wellbeing Expected standard

Children build secure relationships with staff and their peers. They demonstrate they feel safe and secure in nursery. All children enjoy daily outdoor play, and they have access to fresh drinking water. Staff follow safe sleep and safe eating guidance, closely monitoring and supervising as children eat and sleep. This all has a positive impact on children's wellbeing.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the curriculum and quality of teaching. The curriculum is ambitious and well sequenced. Leaders are keen to continue to drive the improvements they have made since their last inspection. They generally know where they need to continue to focus and are working closely with the staff team to improve teaching even further. The changes and improvements made are not yet enough to raise the quality of teaching to a consistently high level across the whole staff team. Further work is needed as there are still some elements of interactions between staff and children where staff limit learning to what the children already know. Teaching in group activities generally supports engagement, although occasional inconsistencies, such as staff moving away from the resources, results in children lacking support and them losing interest.

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Curriculum and teaching Expected standard

Staff regularly and accurately assess children's progress and use this information to plan what they will teach next. Staff know their children well and adapt their learning environment to meet their learning needs. Leaders ensure that the curriculum is typically taught well. Staff support children to learn new skills across the 7 areas of learning. There is a focus on developing babies' communication and language, using stories, songs and rhymes to promote early language. Care routines become learning opportunities, introducing counting and numerical language. Children regularly enjoy music and dance sessions to help develop their vocabulary. Children participate in group activities, where staff teach children about how to work together collaboratively. Typically, staff ask well-timed questions to encourage children to think and problem-solve. All children enjoy daily outdoor play and fresh air with

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Curriculum and teaching Expected standard

their friends. There are lots of opportunities for children to be physically active in the garden.

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Leadership and governance Expected standard

Leaders have accurate oversight of the strengths and their priorities for improvement of the nursery. They have taken positive and proactive steps to make improvements since their last inspection. Staff complete training specific for their roles. They say they receive support to progress their careers and increase their responsibilities. Leaders and staff are passionate about children making the best possible progress during their time in nursery. Leaders prioritise support for the most disadvantaged children. They work closely with parents and carers to provide additional support and help should they need it.

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Leadership and governance Expected standard

Leaders prioritise staff's wellbeing, and workloads are manageable. Leaders engage with local authority advisers and other professionals to help sustain improvements. Staff feel valued and listened to. They feel supported to raise concerns and offer feedback. This results in a happy and motivated staff team that is striving to do its best. Leaders have reflected on previous experiences and use these as a positive to make improvements. Leaders have an appropriate action plan, but further precision is required to target the areas for improvement. There are still improvements to be made across the provision to raise standards further so that children receive a consistently high-quality education.

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

Leaders and staff have made positive improvements to the quality of care and education children receive since their last inspection. The curriculum is ambitious for all children. Staff typically receive training and support to help them successfully implement their teaching. Children's emotional needs and wellbeing are met well. Staff are nurturing and responsive to their care needs. They are attentive to younger children when they are tired and hungry.

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

Children enjoy a variety of opportunities and experiences that ignite their curiosity and eagerness to learn. They are keen to explore and try new ideas. Staff encourage children to be independent. All children spend time playing and exercising outdoors. There are lots of opportunities for children to be physically active and practise new skills. Children are creative and use different media to make marks, strengthening their hand muscles ready for their early writing skills. There is a sharp focus on the importance of regular attendance, and this ethos is regularly shared with families. This prepares them well for their next stage in education, such as school.

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

There is an inclusive environment where all children feel they belong and can play. Leaders and staff celebrate the diverse community they serve. They know the children and their families well. Children with special educational needs and/or disabilities and other barriers to their learning receive highly focused and targeted support. This helps them thrive and make the best possible progress. All aspects of the environment are safe, clean and welcoming. Relationships between staff and children are warm and nurturing. There are structured routines that help children understand what is happening now and next. Children generally

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Address:

Cornerstone Family Centre Howard Street Coventry CV1 4GE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Paradise Mobile Creche Ltd behave well. As a result, children clearly enjoy their time in the nursery, and they demonstrate they feel safe and secure there.

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Next steps

Leaders should continue to provide training and support to staff to help them implement highly effective teaching and interactions so that children excel in their learning and development. Leaders should support all staff to implement consistent expectations of behaviour so that children gain a deep understanding of how and why to behave well.

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About this inspection

The inspectors spoke with leaders, practitioners and the special educational needs coordinator 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. Register(s): EYR, CCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 07:30 - 16:30

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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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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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