Deykin Avenue Community Nursery CIC

Deykin Avenue Community Nursery CIC

Unique reference number (URN): 2794422 Address: Deykin Avenue Junior & Infant School, Deykin Avenue, BIRMINGHAM, B6 7BU Type: Childcare on non-domestic premises Registered with Ofsted: 24/07/2024 Registers: EYR Registered person: Deykin Avenue Community Nursery CIC

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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

Typically, children, including disadvantaged children, make progress from their starting points across all 7 areas of learning. They learn new vocabulary and retell stories with increasing confidence. Children enjoy sharing books with friends and talk about the pictures they see. They also love singing and use signing to support their communication. For example, children retell stories using sign language for animals such as a 'lion' and 'camel', and describe them as 'fierce' or 'grumpy'. These experiences help to support children's growing communication and language skills.

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Achievement Expected standard

All children develop their physical skills. They learn to climb, run and slide with confidence when using large equipment. Children also build their strength and coordination as they make marks on the ground. For example, they have learned that their marks carry meaning as they confidently draw pictures and explore colour mixing with chalk. This helps children to improve their fine motor control and prepares them for their next stage of education, including readiness for school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for all children's behaviour and attitudes. Staff reinforce expectations by reminding children to use 'kind hands' and to 'share toys'. They help children understand how to behave positively with others and know what is expected of them. Staff explain why behaviours such as running indoors or not sharing can affect others. This helps children to recognise feelings and understand the impact of their actions. Staff reinforce the importance of rules helping children to behave safely and respectfully.

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Behaviour, attitudes and establishing routines Expected standard

Children take turns and share resources with support. They get along well with each other and have formed close relationships with their friends and key persons. Children build positive attitudes to their learning. For example, children persevere when their towers fall down and keep on trying until they succeed. Children, including disadvantaged children and those who face barriers to their learning and/or wellbeing, know their routines of the day and follow these with confidence. However, at times, some routines lead to periods of waiting. This means children wait for longer than necessary, which can reduce the flow of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote attendance and punctuality with families. They monitor attendance patterns and follow-up absences in a timely manner.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a safe, welcoming environment for all children. Children typically form secure and trusting attachments with staff. Staff genuinely care for all children and provide nurturing support. Staff offer a healthy choice of fruit, toast and milk or water. They model good manners and positive social language, such as saying 'please' and 'thank you'. Children serve themselves and tidy away their cups and bowls independently. They also plan what fruit they would like next time. This helps children learn respectful interactions and supports the development of positive mealtimes.

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Children's welfare and wellbeing Expected standard

Leaders have recognised oral health as a local concern. They are taking steps to introduce a toothbrushing initiative for children and families. This supports parents and children to understand the importance of effective toothbrushing habits. Staff promote children's safety. They encourage children to count how many of their friends are lined up. They use this knowledge to match the total to the number of children present for the day. This also supports staff to check that all children are present at crucial transition times. For example, they use this strategy when going outdoors, lining up for the bathroom and returning from the outdoor area. This helps to ensure children's safety and smooth movement around the setting.

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Curriculum and teaching Expected standard

Leaders have designed a well-sequenced curriculum that supports children's age and stage of development. They prioritise school readiness and use children's interests to shape the provision effectively.

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Curriculum and teaching Expected standard

Communication and language is a key focus. Staff skilfully add vocabulary to children's sentences. For example, as children scoop sand, staff introduce words such as, 'full'. Staff comment on children's sandcastles, and encourage children to hear and use new language. However, at times, staff do not always extend children's learning as fully as possible to help build on their knowledge and skills. Children, including disadvantaged children and those who may face barriers to their learning and/or wellbeing, independently select their favourite books and read aloud with confidence. They know familiar stories well and retell them accurately. In the cosy terrace area, children initiate conversations, share favourite parts of the story and talk about colours. They chat confidently, showing turn taking and respect.

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Curriculum and teaching Expected standard

Staff build children's mathematical understanding. They invite children to count how many children are present. Children confidently count to 14 as they count their friends one by one. This supports their early number knowledge. Staff model threading for children using animal shapes and laces. They demonstrate how to move the lace through, over and under, and children copy these actions with care. As a result, children develop their fine motor control and follow instructions clearly.

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Inclusion Expected standard

Typically, leaders and staff have created an inclusive culture where all children and families feel valued. Staff know all children well and identify emerging or changing needs quickly. They sensitively support children who are new to English, offering choices and using key words from children's home languages to support communication. Leaders reflect carefully on the diverse needs of the cohort and explain how children with no English on entry, have helped staff learn key words in their home languages. Staff use these words to support children with English as an additional language.

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Inclusion Expected standard

All children enjoy story time. Staff ensure that every child can access and participate in the story. For example, the introduction of signing enables all children to join in fully, enhancing their communication and language skills. Leaders have a clear understanding of the early years pupil premium funding that children are in receipt of. They use this funding to directly enhance children's learning and development. This helps to reduce barriers to children's learning.

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Inclusion Expected standard

Overall, staff refer concerns promptly, drawing on their professional judgement to ensure no child's needs are overlooked. Leaders signpost parents to the local special educational needs and/or disabilities offer, including webinars and resources such as 'Singing Hands', to help families understand the support available to them. Furthermore, leaders work in partnership with other agencies to ensure children receive support quickly.

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Leadership and governance Expected standard

Leaders are passionate about their roles. They are dedicated in understanding their community and making decisions that benefit children and families. Leaders have a secure understanding of their setting's context and the changing demographics. They know their families well and use this knowledge to shape their provision.

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Leadership and governance Expected standard

Parents report that they are happy with the support staff provide and feel their children have made clear progress, particularly in their communication and language skills. They say staff have supported their children with toilet training and note that their children are learning numbers and the alphabet. Leaders and staff share information with parents. However, parents are not always clear about how they should further support their children's learning at home.

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Leadership and governance Expected standard

Leaders have an understanding of their strengths and areas for improvement within the setting. They offer training for their staff to enhance skills and expertise. Leaders work very closely with their small team, creating a supportive and collaborative culture. Furthermore, they work with the on-site school to support children's education in preparation for the eventual move on to school. As a result, all children benefit from a smooth transition.

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

Children arrive happily in this welcoming setting. They are greeted by warm, caring and nurturing staff. Children independently hang up their coats and bags, place their water bottles in the room and select books to look at as they settle quickly in to their day. During registration, all children listen attentively for their names. They use simple signs, such as 'good morning', which supports their early communication skills. Leaders work with families

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Inspector:

to promote the importance of regular attendance and punctuality. They recognise that developing these habits early supports children's future success.

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Inspector:

Children, including disadvantaged children and those who face barriers to their learning and/or wellbeing, engage in their play and learning. They demonstrate growing confidence as they explore a range of activities. For example, children scoop sand to fill their buckets. Staff introduce vocabulary and ask whether their buckets are 'full'. Children beam with pride and jump in delight as they share what they have made. This helps them to develop their self-esteem and motivates them to keep learning.

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Inspector:

All children enjoy being physically active. They practise throwing hoops towards basketball nets, developing hand-eye coordination and control. Children climb the frame and slide with increasing strength and confidence. They use bikes, pushing along with their legs and steering with accuracy. Children make marks with chalk, exploring lines and colour mixing with sustained interest. They name the colours they are using and respond positively to staff praise. This helps to reinforce children's early writing and communication skills.

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Inspector:

Children demonstrate a sense of belonging within the setting. They take pride in being part of the nursery community. Children use their manners and show respect and kindness towards one another. This contributes to the calm and positive environment.

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Next steps

Leaders should further strengthen routines to ensure consistency and reduce waiting times for children. Leaders should continue to embed high-quality interactions so that children are consistently supported to extend their knowledge and skills and make even more progress. Leaders should strengthen parent partnerships so that parents are more confident to support their children's learning at home.

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About this inspection

The inspector spoke with the leaders, the special educational needs coordinator, staff, parents and children 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. Reena Rai-Aheer

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Address:

Deykin Avenue Junior & Infant School Deykin Avenue BIRMINGHAM B6 7BU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Deykin Avenue Community Nursery CIC

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Address:

Operating hours: Monday,Tuesday : 08:30 - 14:30,Wednesday : 08:30 - 11:30

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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. 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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