Purple Bees Day Nursery

Purple Bees Day Nursery

Unique reference number (URN): 2609191 Address: 93a Inwood Road, Hounslow, Middx, TW3 1XH Type: Childcare on non-domestic premises Registered with Ofsted: 23/12/2020 Registers: EYR Registered person: Purple Bees 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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Children's welfare and wellbeing Strong standard

Staff consistently create an inclusive environment that celebrates every child and supports their individual wellbeing and welfare. Approaches to children's wellbeing by leaders and staff have made a demonstrable difference to the emotional needs and development of children. For example, parents comment that during difficult transitions in home life, leaders and staff have continuously provided support, which has had an overall positive impact on the children and their families. Children engage in frequent discussion about healthy choices and the importance of self-care, and as a result, children make effective healthy choices, such as helping themselves to water frequently during the day to remain hydrated. Both indoors and outdoors, there is a focus on movement and physical activity, and children of all ages have frequent opportunities to freely explore and develop their physical skills. Babies have an additional indoor garden area where staff focus guided play to develop babies' early

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Children's welfare and wellbeing Strong standard

movement skills, such as crawling and walking on the soft-play furnishings. Staff implement secure routines, and as a result, children settle well and know what is happening next. For example, younger children understand that after circle time it is time for lunch, and they go to wash their hands and take a seat at the lunch table. Staff are highly responsive and adaptive to the individual needs of every child, including those with special educational needs and/or disabilities. Through parent and professional partnership, staff ensure that individual care and learning plans are effective and support children's wellbeing.

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Inclusion Strong standard

Leaders and staff consistently make a positive difference to the learning and care experiences of all children, including those with barriers to learning or special educational needs and/or disabilities (SEND). Staff have secure partnerships with relevant professionals to ensure consistency and to achieve the best possible outcomes for every child. Using highly effective assessment, monitoring and observation, staff and leaders are able to implement suitable next steps which help support, reduce and overcome barriers to learning. For example, staff identify and use personalised individual support plans from professionals to implement techniques in everyday routine that support children with speech and language barriers. Leaders use additional funding, such as inclusion funding, to best support children and provide them with the care and resources required. For example, leaders use funding to allocate specific SEND training to staff and to purchase recourses

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Inclusion Strong standard

that help meet the individual next steps of children. Leaders carefully and regularly review their funding allocations and ensure the setting is well equipped to support the needs of every child. For instance, leaders purchase rubber stoppers for the bottom of the class chairs to avoid the sound of chair movement, which they identified as important due to a sensory barrier.

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Achievement Expected standard

Children typically make secure progress and achieve their individual next steps in all areas of learning. For example, children develop their language skills and are continuing to add words to their vocabulary due to ongoing activities that support communication and language. Accurate starting points and individualised next steps help ensure that children are accurately assessed and given opportunity to thrive and achieve. All children, including those with special educational needs and/or disabilities, are making progress from these starting points. Parents consistently feed back that they have noticed a demonstrable difference in their child's development. For instance, children are developing their social skills and building their confidence. Older children are ready and have the skills to start school due to the ongoing school readiness curriculum focus. For example, children in the pre-school age group engage in activities that support early literacy skills, where able and

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Behaviour, attitudes and establishing routines Expected standard

Children typically have a positive and excited attitude to learning. Children of all ages are engaged and eager to get involved with planned activities and learning experiences. For example, children excitedly develop their fine motor skills, such as sticking, cutting and tearing as they wrap items, and then express high levels of interest and happiness as they guess what is inside the package and open them with peers. Children are respectful to one another and show care and consideration where age appropriate. For instance, children in the toddler room pass one another crayons as they draw, which supports their sharing skills. Staff have high expectations for children's behaviour, and this is typically implemented by the staff. However, there are some inconsistencies, such as older children not always being reminded to walk in the classroom by all staff, but they are by others. Staff use a range of

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Behaviour, attitudes and establishing routines Expected standard

methods to help regulate children's behaviour, which supports individual next steps and abilities, such as 'now and next' boards and timers. Leaders have embedded a culture where attendance is important, and as a result of this, children typically have good attendance patterns. Children build warm and secure relationships with staff, and the key- person system is highly effective. For example, staff recognise where children with additional needs or barriers will thrive and settle best when they have a consistent key person through the setting, so this approach has been implemented for those children. Staff encourage children to express themselves and be individually unique. As a result of this, children are confident and have secure social skills.

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Curriculum and teaching Expected standard

Leaders and staff implement an ambitious curriculum that aims to support high-quality care and education. This curriculum is typically delivered across the setting, though there are some inconsistencies. For example, there is a focus on independence for all age groups, but there are some occasions where children are not fully supported to develop their independence, such as during mealtimes. Typically, staff are skilful at implementing the 7 areas of learning into activities and adapting as needed to follow the interests and abilities of the children. Staff have a clear understanding of what they want children to learn, and they typically deliver learning experiences that support this curriculum.

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Curriculum and teaching Expected standard

Leaders regularly review the curriculum and the intent to ensure it remains effective and current to the cohort of children. The curriculum supports children with school readiness as well as all 7 areas of learning. For example, staff teach the children about early literacy and mathematics and start to introduce school skills, such as self-registration. Staff adapt the curriculum where necessary to ensure that children with special educational needs and/or disabilities or barriers to learning have equal access to the ambitious curriculum.

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Leadership and governance Expected standard

Leaders are adaptable and understand the setting's context, areas of development and areas to celebrate. Leaders have a positive attitude to growing and learning, and they seek support from early years professionals to support the continuous growth and development of the setting. For example, following some concerns around the culture of whistleblowing, leaders have worked closely and effectively to overcome this barrier and implement further systems that help ensure children are safe, and staff are confident in their role to safeguard the children. Leaders have clear development plans that they review often and share with the team. For example, there is a current focus on developing the baby room garden to further enhance the space.

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Leadership and governance Expected standard

When improvements are recognised, leaders are effective in approaching the local authority for guidance and any additional training needs. Staff frequently attend training and coaching sessions, which help ensure they are confident and able to fulfil their role. Leaders have effective partnerships with local schools, and they organise events with teachers and parents, such as school readiness meetings and meetings to guide school applications. Leaders identify strengths in the staff team and celebrate these individuals. For example, staff who demonstrate competence and rapid learning are based on personal growth journeys and given additional responsibilities to help them thrive and grow. Parents comment that leaders are highly adaptive and supportive for their ongoing needs and transitions. For example, parents feel supported with milestones such as potty training, dealing with behavioural concerns and completing school applications.

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

Children are confident, happy, well settled and cared for. They share their thoughts and play ideas with one another and are rapidly developing their social skills and confidence. Staff

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Inspector:

Louise Mackay plan and engage in a range of stimulating activities that support individual next steps and progress. Children are highly engaged, eager to learn and show an excited attitude to learning. For example, younger children demonstrate happiness and high levels of interest as they engage in sound and guessing games, and older children are keen and eager to explore the mud play in the garden area. Children have access to an inclusive and well- planned curriculum, and all children, including those with special educational needs and/or disabilities and barriers to learning, are thriving from their starting points and achieving in learning and development. For example, children with speech barriers gradually build their range of vocabulary and build the ability to sing their first song with their key person. Children have positive relationships, and staff are highly responsive to the care needs of

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Inspector:

every child. For example, children that are new to the setting are already settled and attached to their key worker due to the nurturing care provided. Children of all ages seek comfort and support from staff when needed, and staff ensure the wellbeing and welfare of the children always remain their priority. Staff celebrate each child's uniqueness and validate the emotions and developmental stages of each child. Staff consistently validate the children's thoughts and ideas and feelings, and children are confident to express themselves and seek staff comfort when required.

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Next steps

Leaders and staff should continue to fully embed the curriculum and deliver learning opportunities that support all areas of learning. Staff should continue to implement consistent behavioural expectations and approaches to dealing with behaviour.

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About this inspection

The inspector spoke with leaders, staff 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 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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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:

Type: Childcare on non-domestic premises

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Address:

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

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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