St Martin's Day Nursery

St Martin's Day Nursery

Unique reference number (URN): 2785731 Address: Church Hall, Church Road, Chavey Down, Ascot, SL5 8RR Type: Childcare on non-domestic premises Registered with Ofsted: 06/06/2024 Registers: EYR Registered person: The Childcare Corporation 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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Achievement Expected standard

Children are generally well prepared for their transition to pre-school. By the time they move on to the next stage of their learning, they are typically confident communicators who express their needs, interests and wishes clearly. They talk positively about moving to pre- school.

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Achievement Expected standard

Babies develop increasing confidence in their physical abilities. They build their balance, coordination and strength, becoming confident walkers. They explore their environment with curiosity and independence. Generally, staff promote children's communication skills and language development through frequent conversations and the modelling of language.

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Achievement Expected standard

Children generally play well together and are beginning to understand the importance of sharing and taking turns. For example, they take turns getting in and out of the ride-on cars. They demonstrate positive social skills and a developing awareness of others.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff establish warm, positive relationships with children. Generally, children behave well. They understand the nursery rules. For example, they show good manners and use resources respectfully.

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Behaviour, attitudes and establishing routines Expected standard

Children are curious and confident learners. They enjoy exploring the different areas of the provision. They typically demonstrate positive attitudes towards their learning and engage well in their play. Children learn to work well together, developing important social skills. For example, staff support babies to take turns and share resources in the garden. Staff praise children for their efforts.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have identified that some aspects of daily routines require further improvement. They are working with staff to strengthen their knowledge and skills so that they can support children more consistently during these times.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote good attendance. They work with parents to help them understand the importance of children attending regularly to support their learning and development. They follow up promptly when children are absent. Leaders and staff build positive relationships with parents to identify and address any barriers to attendance.

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Children's welfare and wellbeing Expected standard

Staff positively promote children's emotional wellbeing. They know the children well and respond promptly and sensitively to their individual needs. Positive and nurturing relationships help children feel safe, secure and confident. Staff are respectful towards the children. For example, they ask the children before wiping their nose or applying sun cream. Effective hygiene routines are followed. For example, children wash their hands before meals and after engaging in messy play. Mealtimes provide valuable opportunities to promote children's independence and healthy lifestyles. Children use good manners and staff encourage independence. Generally, staff encourage children to eat a balanced diet. For example, when children are reluctant to try vegetables, staff talk to them about how different foods help their bodies stay strong and healthy.

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Children's welfare and wellbeing Expected standard

Children's safety is given high priority. Staff supervise children closely and maintain a safe environment both indoors and outdoors. For example, when children want to take part in risky play, such as climbing, staff know their abilities and provide appropriate support. Staff follow the nursery's safer sleep procedures. They ensure that sleeping environments are safe, clean and well maintained. Staff check children regularly while they sleep.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of the curriculum and teaching. They recognise the strengths of the nursery and identify areas for further development. Leaders understand the training and support that is needed to further upskill staff to improve the consistency of teaching practice.

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Curriculum and teaching Expected standard

Staff place children's interests at the heart of the curriculum. Generally, they know the children well, recognise what they can do and identify appropriate next steps in their learning. Staff communicate positively with the children. However, high-quality interactions are not yet consistent across the nursery. Where interactions are most effective, staff extend children's vocabulary, model language and encourage children to develop their thinking.

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Curriculum and teaching Expected standard

Staff support children to develop important social skills, such as turn-taking and sharing. Babies are provided with opportunities to develop their confidence and physical skills as they challenge themselves on climbing equipment.

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Curriculum and teaching Expected standard

Generally, staff promote children's early mathematical development through play. For example, they count the children's shoes as they place them in a circle, helping children to develop counting skills in a meaningful context. Staff model mathematical vocabulary. For example, when supporting babies on the climbing equipment, they use positional language, such as 'up', 'down', 'over' and 'through', to develop babies' early understanding of mathematical concepts.

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Inclusion Expected standard

Leaders and staff are committed to ensuring that all children are supported to make progress from their individual starting points. Staff identify children's needs and can talk about the progress children are making. Leaders and staff regularly review and assess children's progress to identify where additional support is needed. They are beginning to implement appropriate strategies to support children, including those with special educational needs and/or disabilities. Leaders recognise that further training is required to strengthen staff knowledge. They work with external professionals when needed.

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Inclusion Expected standard

Leaders and staff value children's individual cultures and backgrounds and seek to reflect these in the environment. For example, key words are displayed in the children's home languages. Staff use these during the day to support children's sense of belonging and inclusion. Parents report that they feel their cultures and backgrounds are valued and celebrated in the nursery.

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Leadership and governance Expected standard

Leaders have a clear and accurate understanding of the quality of the provision. They maintain effective oversight and reflect on practice to identify strengths and priorities for development. Leaders take timely and effective action to secure continuous improvement.

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Leadership and governance Expected standard

Generally, supervision sessions support staff to develop their skills. Leaders recognise that there are some inconsistencies in staff knowledge, such as the quality of their interactions and their understanding of routines. They are supporting them to develop their knowledge further. However, this is not yet embedded. Leaders give high priority to staff wellbeing and manage workload well. Staff report that they feel valued and supported. They enjoy their time working at this nursery.

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Leadership and governance Expected standard

Children's needs are central to leaders' decision-making. Leaders have high expectations for all children and ensure they are well prepared for the next stage of their education. Effective transition arrangements help children settle into the pre-school, supporting continuity in their learning and development. Children look forward to their move to pre- school.

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Leadership and governance Expected standard

Leaders have established positive relationships with parents through thoughtful communication and engagement. For example, parents attend stay-and-play sessions. Leaders communicate well with parents and respond to their views through an online app and daily conversations. Parents speak highly of the nursery and value the care, support and education their children receive.

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

Children arrive at nursery happy and eager to begin their day. They show excitement when greeted by their key person and separate well from their parents. Positive communication between parents and staff at the start of the day demonstrates an effective partnership. This helps children feel secure as they settle into the nursery. Children develop positive relationships with their peers. They communicate confidently and cooperate well during play and learning times. Children show kindness and respect towards one another. Children enjoy each other's company and play collaboratively. They demonstrate a strong sense of belonging in the nursery.

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About this setting

Unique reference number (URN): 2785731 Staff create a warm, welcoming and inviting environment where children feel safe and valued. Children enjoy exploring the range of experiences available both indoors and outdoors. For example, children show curiosity and imagination as they play with dinosaurs and explore the sensory feel of ice. Babies begin to use simple language, such as 'cold', to describe what they feel.

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About this setting

Children engage in exploratory play and are provided with appropriate opportunities to take risks in a safe environment. Staff encourage children to develop confidence, independence and resilience as they explore new experiences. When children need support, staff provide comfort and reassurance. For example, they encourage children who are reluctant to try new experiences and offer cuddles when children need some extra reassurance. They help children to feel secure and understood. Children's emotional needs are well considered, which supports them to be well prepared for their next steps in learning. Generally, staff respond sensitively to support children's wellbeing and development.

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Next steps

Leaders should strengthen staff practice so that interactions are consistent and of high quality to ensure the best outcomes for all children. Leaders should continue to support staff to embed their knowledge and skills to ensure continued and sustained improvement.

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About this inspection

The inspector spoke with leaders, staff and parents and carers and engaged with 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 provision that is registered on the Early Years Register. The registered person must ensure that the provision complies with the statutory framework for children's learning, development, and care, known as the early years foundation stage.

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Address:

Church Hall Church Road, Chavey Down Ascot SL5 8RR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Childcare Corporation Limited

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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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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