Fun to Learn (IOW) Limited

Fun to Learn (IOW) Limited

Unique reference number (URN): 2861991 Address: Newport C of E Primary School, Hazel Close, Newport, Isle of Wight, PO30 5GD Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2025 Registers: EYR, CCR, VCR Registered person: Fun to Learn (IOW) 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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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing across the setting. They have developed a robust key-person system, which ensures that staff know children extremely well and provide the children with sensitive and highly responsive care. Routines and warm, loving interactions help children to feel safe and secure throughout the day.

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Children's welfare and wellbeing Strong standard

Secure and trusting bonds are evident throughout the setting. Babies and young children confidently seek comfort and reassurance from staff, who respond sensitively and promptly to their emotional needs. Staff support children effectively so that they can recognise and regulate their emotions. There is particularly effective support for children who face barriers to their learning and those who require additional emotional support. This successfully helps children to engage positively in learning and play. For example, staff work with some children in smaller groups to prevent them from feeling overwhelmed during larger group activities.

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Children's welfare and wellbeing Strong standard

Children develop strong self-care habits through toileting and handwashing. Staff use mealtimes to discuss the importance of making healthy food choices. Children demonstrate increasing independence in pouring drinks and managing personal care. Mealtimes are social occasions, with clear expectations that support children's confidence and security. Staff rigorously monitor children who are either eating or sleeping.

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Children's welfare and wellbeing Strong standard

Children develop a wonderful sense of belonging within the setting. They form positive friendships, show care and consideration for others and regularly invite other children to play with them. The targeted support that children with emerging needs receive ensures that their needs are fully met. Consequently, children demonstrate high levels of engagement, wellbeing and emotional security.

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Inclusion Strong standard

Leaders and staff make a significant difference to children who face barriers to their learning. They swiftly identify children's emerging needs and help them by providing targeted plans or by seeking additional external support. Staff consistently observe and assess children in order to ascertain their existing knowledge and potential future capabilities. They thoroughly consider the different ages and stages of children's development. Staff have a thorough understanding of children's starting points and what they need to be learning next.

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Inclusion Strong standard

Children who receive additional support make the progress that they are capable of, and leaders monitor this closely to ensure that it is sustained. Staff are highly skilled in adapting activities that fully benefit all children. They use effective interventions that are linked to children's individual targets, and children's positive enthusiasm is a good indicator of the positive impact on their development, particularly with children's social and communication skills. Additional funding is used to make a sustained difference to children's current goals and future outcomes.

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Expected standard

Leaders and staff work closely with external agencies and families. They provide detailed assessments and ideas for learning at home, and they invite parents to contribute to their children's learning in the setting. Parents give feedback that the setting has contributed to children's positive behaviour and control of their emotions.

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Achievement Expected standard

All children make progress, particularly those children who have barriers to their learning, who make significant progress. They learn the knowledge and skills that they will need for future learning in school and later life. For example, children are confident and independent in tasks such as getting ready to go outside. They are able to ask for support when needed. Children have mature friendship skills and are able to express their thoughts and ideas. For example, older children are keen to offer their own knowledge about caterpillars and butterflies. They proudly tell staff about the properties of a cocoon and say, 'It's a bit like going to sleep for a bit.' Younger children are mesmerised with shaving foam on their hands. They enjoy how it feels and identifying the shapes in the foam, such as a circle. Babies babble and smile at one another. They squeal with delight when trying to pop the bubbles

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Achievement Expected standard

during a small group activity. They are beginning to show curiosity and interest in other children. However, there are occasions when children do not consistently benefit from the same high-quality experiences as a result of minor weaknesses in the curriculum.

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Behaviour, attitudes and establishing routines Expected standard

Staff are sensitive and recognise the importance of giving children time to feel settled at the setting. Leaders have implemented a flexible settling-in period that meets children's individual needs. Children demonstrate that they enjoy their time at the setting, feeling valued and recognised. Children quickly form strong bonds with other children and the warm, friendly staff team.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support staff to be good role models, showing kindness and patience at all times. They ensure that all children are valued and included, particularly those children who face barriers to their learning. Children are kind and thoughtful and behave very well. Any minor altercations are dealt with swiftly and sensitively by staff. Children follow the routines with confidence and listen well to instructions given by staff.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide clear routines and boundaries and, generally, children have an understanding of what will happen next. However, leaders are aware that there are some routines that need to be addressed, such as when some children are waiting to eat for longer periods of time than others.

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Behaviour, attitudes and establishing routines Expected standard

Children have a very positive attitude to learning and demonstrate an enthusiastic 'can-do' attitude throughout the setting. Leaders promote the importance of attendance and, as a result, children attend consistently, which supports their early education.

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Curriculum and teaching Expected standard

Leaders and staff prioritise the foundations for learning through a broad and balanced curriculum. Staff successfully focus on supporting children's emotional health, physical development and communication skills. Children enjoy engaging in a wide range of learning that reflects their interests, such as playing with toy dinosaurs or learning about how caterpillars transform into butterflies. Children's mathematical development is well considered through everyday routines and events, such as singing, counting and measuring. They learn words such as heavy, taller and distance. Staff repeat back children's unclear words and provide plenty of time for children to respond to questions. This helps children to voice their own opinions and helps them to feel valued and listened to.

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Curriculum and teaching Expected standard

Generally, staff are skilled at providing rich opportunities for children to learn, but there are times when children's learning is not consistently extended. For example, there are times when staff do not use effective questioning skills to further promote children's interest. In addition, staff do not always recognise when quieter or less confident children need further encouragement to join in. This can sometimes result in children not fully benefiting from purposeful interactions and teaching.

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Curriculum and teaching Expected standard

Children who face barriers to their learning receive consistent intervention and high-quality teaching, often through one-to-one support. This ensures that these children, including those with special educational needs and/or disabilities, make significant progress in their learning and are fully prepared for the next stage in their education, such as going to school.

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Leadership and governance Expected standard

Leaders are committed to continuous improvement, particularly for those children who face barriers to their learning. They are extremely supportive of the staff and provide regular supervision meetings to ensure that staff can manage their individual workloads. Staff feed back that they feel leaders go above and beyond to ensure that they have the correct work– life balance. They mention that they appreciate the opportunity for their professional development. For example, staff have undertaken training on understanding the impact that words have on children. Leaders are keen for staff to improve their knowledge to ensure the quality of the provision is at a high standard. They have an awareness of the setting's strengths and areas for improvement that need more time to be fully embedded.

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Leadership and governance Expected standard

Parents feed back that they are 'extremely grateful' for the quality of care and education that their children receive, and that they appreciate leaders' open-door policy in addition to detailed feedback about their child's progress. Leaders work closely with families and establish professional relationships with other settings. This effectively helps to support children's continuity of learning and transitions beyond the setting. There is a highly successful transition programme to help children move on to school. This ensures that children are very well prepared for the next stage in their 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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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 feel welcomed and at ease because the environment is warm, calm and inviting. They happily leave their parents and are welcomed by the staff with affection, praise and smiles. Children seek out their friends and settle quickly at their chosen activity, with staff close by to support those who need it most. Children confidently explore and are curious about the resources provided. They demonstrate that they feel happy, safe and secure within this setting. They have a sense of belonging as they play alongside their friends and adults.

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Inspector:

Tina Lambert Overall, children typically receive high-quality teaching. They are highly independent in their play and explore the stimulating activities with confidence and curiosity. Children enjoy a wide range of outdoor physical activities and learn how to keep themselves safe by taking turns with popular toys and resources. Children quickly form strong bonds with other children and staff, and they are learning to be kind and respectful towards each other. For example, they eagerly help to tidy away the toys and approach other children and invite them to play.

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Inspector:

A robust settling-in process is in place. From their start at the setting, this impacts positively on the progress children make in their learning and development. Children, including those who face barriers to their learning, benefit from a tailored settling-in process that effectively supports children's emotional needs. Children with special educational needs and/or disabilities have timely support, which ensures that their care and learning needs are considered. This helps children to thrive and be prepared for the next stage in their learning. Children attend regularly and settle well because leaders work flexibly with families, adapting arrangements as needs change so children can fully benefit from the learning on offer.

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Next steps

Leaders should provide purposeful professional development that strengthens staff knowledge, skills and confidence to extend children's learning. Leaders should use supervision to support staff in recognising and adapting their practice so that quieter or less-confident children are fully involved in learning.

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About this inspection

The inspector spoke with leaders, practitioners, children and parents 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 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Address:

Newport C of E Primary School Hazel Close Newport Isle of Wight PO30 5GD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Fun to Learn (IOW) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45

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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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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