Motherspet

Motherspet

Unique reference number (URN): 2775233 Address: 17 Westmoreland Road, London, NW9 9BW Type: Childcare on non-domestic premises Registered with Ofsted: 29/02/2024 Registers: EYR Registered person: Motherspet Nursery 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 Expected standard

Children have a positive attitude towards learning and are keen to explore the resources on offer. Children are happy to have a go, and staff make adaptations where appropriate. Children, including those with special educational needs and/or disabilities, make steady progress from their starting points. They are confident communicators and are eager to show visitors their setting and what they can do. While children would benefit from more consistent opportunities when responding to questions, they communicate their needs effectively and join in conversations with enthusiasm.

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Achievement Expected standard

Children demonstrate positive independence skills. For example, they confidently move within the environment choosing what they want to play with. Children manage their self- care well. They wash their hands, use the toilets, dress themselves independently to go out and help setting up the table at lunchtime.

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Behaviour, attitudes and establishing routines Expected standard

Children understand what is expected from them and behave well. Leaders and staff set clear boundaries. They have established a calm and positive environment. Staff model kindness and gentle behaviour, which children imitate in their interactions with one another. On the rare occasions where children become frustrated, staff respond sensitively. They explain their expectations and redirect children's play appropriately. Children play cooperatively and show kindness. For example, they encourage their friends who are quieter to join in their play and have fun together.

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Behaviour, attitudes and establishing routines Expected standard

Routines are predictable and generally well organised. This helps children to feel settled. Children listen to and follow instructions. For example, they are keen to help at tidy-up time and line up for staff to carry out headcounts when it is time to go outside. However, at times, staff do not organise some transition times as effectively. For example, transitions between some activities, such as changing out of outdoor clothes or getting ready for home time, take too long. This has an impact on children's engagement in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support and monitor children's attendance and punctuality. This helps children to benefit from continuity in their care and learning. Leaders inform parents and carers of the importance for children to establish these routines in readiness for school.

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Children's welfare and wellbeing Expected standard

Staff provide a nurturing environment and form warm relationships with children. This helps children to feel safe and secure. Staff work with families to get to know children and their needs. As a result, they support children's wellbeing effectively.

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Children's welfare and wellbeing Expected standard

Children learn how to keep safe through everyday activities as staff help them to identify risks. For example, while walking to the local park, staff discuss road safety rules with children. On their way back, children spontaneously remind their friends that 'green man means go'.

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Children's welfare and wellbeing Expected standard

Staff generally promote children's understanding of self-care, such as handwashing and toileting. Staff work with parents and carers to toilet train children when they are developmentally ready. Sleeping arrangements are well organised. Staff provide children with individual sleep spaces and carry out regular checks to ensure children's safety.

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Children's welfare and wellbeing Expected standard

Staff encourage children to take some responsibilities. For example, children return toys after they have finished playing with them and are eager to help setting up the table for lunch. This helps children to build confidence and develop independence.

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Children's welfare and wellbeing Expected standard

Children receive support to develop healthy habits. They have daily opportunities to enjoy fresh air and active play. Children enjoy fresh fruits for snack. Staff encourage children to drink water throughout the day to stay hydrated. Oral health is promoted as part of daily routines. Children engage positively in toothbrushing while staff model correct techniques and explain why it is important.

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Curriculum and teaching Expected standard

Leaders and staff have an accurate understanding of what they want children to learn. Staff allow children to decide when they want to join in with activities. Children make choices in their play, choosing from a wide range of resources.

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Curriculum and teaching Expected standard

Staff typically support children's communication and language skills well. Staff use descriptive language during play and read storybooks with the children. They adapt the activity to the skills of all children involved. For example, they make sure less talkative children are given the time and space they need to express themselves. However, at times, some staff do not ask questions skilfully to support children's critical thinking. As a result, children sometimes miss opportunities to extend their learning further.

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Curriculum and teaching Expected standard

Staff foster children's understanding of emotions through conversations and using 'feelings cards'. Before home time, older children receive encouragement to think about how they felt during the day at the setting and share this with the group. This helps them to learn to recognise and express their feelings.

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Curriculum and teaching Expected standard

Staff support children's mathematical skills well. Children take part in mathematical focused activities, matching numerals and quantities. Staff encourage children to find numbers in the environment. For example, they ask children which number they see on buses on their way to the park. When children build towers with blocks, staff encourage them to compare sizes and to count how many blocks they used.

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Curriculum and teaching Expected standard

Children develop their physical skills and improve their stamina. They take walks, run freely and play football at the park. Younger children strengthen their coordination skills shooting mini basketball. Older children improve their fine motor skills using tweezers to pick up grass.

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Inclusion Expected standard

Leaders and staff observe children's progress to identify gaps in learning and implement targeted support. Staff recognise when children might experience barriers to learning. They use their findings to plan a learning environment that considers all children's individual needs and allows them to join in. For example, they provide quieter areas where children can explore the same activities as their peers but at their own pace, without being sensory overwhelmed. As a result, all children, including those with special educational needs and/or disabilities (SEND), make progress and take part in the setting's life fully.

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Inclusion Expected standard

Leaders work closely with the local authority library to provide children with regular access to a wide range of books. They bring boxes of library books into the setting. This helps all children to have opportunities to develop a love of reading and learn about borrowing and caring for books.

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Inclusion Expected standard

Leaders have high expectations for all children. They have attended training on approaches to support children with SEND. This helps to ensure children receive the right support at the right time, particularly those who might face barriers to learning. Leaders understand how to use additional funding to support the specific needs of children. For example, they would provide additional resources and learning experiences to allow all children to have access to a full curriculum and experiences they may not get otherwise.

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Leadership and governance Expected standard

Leaders have worked diligently to evaluate and improve their practice since the last inspection. They have engaged with local authority advisers to seek support and addressed all previous recommendations. Leaders are reflective, know their setting well and generally recognise their strengths and areas they want to develop. Changes in leadership have had a positive impact on the day-to-day running of the setting. For example, new managers have introduced a revised curriculum and made changes in the environment that led to improved outcomes for children.

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Leadership and governance Expected standard

Parents and carers value the 'vibrant and inclusive culture' of the setting. They are pleased with the care their children receive and praise the dedicated and patient staff. Parents report that children are happy to attend and that they make secure progress, especially in their confidence and independence.

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Leadership and governance Expected standard

Staff feel valued and appreciate working at the setting. Staff report that they can contact each other and leaders for advice and support at any time. Overall, leaders support staff well and make sure their workload is manageable. They help new staff through induction, guidance and supervision sessions. While some staff would benefit from more coaching to develop their questioning skills to support children's learning even further, this is already part of leaders' development plan. However, its implementation is still in the early stages.

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

Children are happy and settled at this setting. They form warm bonds with the friendly staff. Children separate easily from their parents and carers. They demonstrate a sense of belonging and engage well with one another, staff and visitors. Children clearly enjoy their time at the setting. At the end of the day, they reassure everyone that they will be returning the following day. Children move confidently in their environment and lead their play. They participate in a range of experiences and develop their curiosity. Staff encourage children to notice the world around them. For example, they talk about the breeze on their face, the same breeze that makes their ribbons move.

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

Children behave well. They demonstrate kindness and respect towards their peers and adults. When children become unsettled or minor issues arise, staff calmly offer them appropriate choices. This helps children to re-engage in activities and understand and manage their feelings.

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

Leaders and staff are committed to providing children with high-quality education and care to support them acquiring the skills needed for their future learning. They gather information from parents and carers and complete ongoing assessment to identify children's next steps and plan a curriculum that supports their emerging skills. Staff consider the different needs of all children, including those with special educational needs and/or disabilities. They adapt teaching so that all children can access the activities on offer and learn at an appropriate pace. For example, at toothbrushing times, children with sensory needs are offered dentures to play with to make sure they are part of the learning experience. As a result, all children make progress.

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Next steps

Leaders should make sure that all daily routines and transitions are well organised so that children do not have to wait for long periods, to further enhance their engagement. Leaders should support staff to strengthen their questioning technique further to help children think critically and solve problems.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children and parents and carers during the inspection.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Motherspet Nursery LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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1 to 4

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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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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