Old Newton Under Fives CIO

Old Newton Under Fives CIO

Unique reference number (URN): 2794289 Address: Old Newton Village Hall, Old Newton, Stowmarket, Suffolk, IP14 4ED Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2024 Registers: EYR, CCR, VCR Registered person: Old Newton Under Fives CIO

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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 Strong standard

Children achieve highly because they are curious, enthusiastic and independent learners. They settle quickly in to routines, make their own choices and take responsibility for everyday tasks, such as drying wet equipment, tidying resources and accessing drinking water independently. Children sustain their concentration, persevere when faced with challenges and solve problems together.

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Achievement Strong standard

Children communicate effectively, share their ideas, ask questions and apply previous learning to new experiences. They naturally use mathematical language as they count, compare, and openly discuss the world around them. They show deep-rooted kindness and respect, cooperate well with their friends and understand how to keep themselves healthy and safe.

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Achievement Strong standard

Children with special educational needs and/or disabilities (SEND) achieve exceedingly well from their starting points. For example, previously non verbal children now communicate their needs confidently, play with friends and independently manage everyday routines. Children with SEND are fully involved in the life of the setting. They build meaningful relationships with others, and develop the skills they need for a successful move on to school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a positive culture, where clear expectations and consistent routines help children feel safe, secure and ready to learn. Staff build warm, trusting relationships with children, and act as positive role models. They support children to understand expectations and develop respect for others. Well-established routines enable children to settle quickly, move purposefully between activities, manage snack independently and care for resources without prompting. Staff sensitively help children understand how to keep themselves safe through everyday discussions about hydration, healthy eating and extreme hot weather.

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Behaviour, attitudes and establishing routines Strong standard

Children display highly positive attitudes to learning. They thoroughly sustain concentration, make independent choices, solve problems and persevere when challenges arise. Children's cooperation is excellent. They readily-share resources, take turns and support one another during play. Staff respond calmly to minor setbacks, such as when children drop their creations, encouraging children to reflect, try again and develop resilience. As a result, children recover quickly from minor disappointments, and remain engaged in their learning.

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Behaviour, attitudes and establishing routines Strong standard

Behaviour support is tailored to individual children's needs. Staff use consistent strategies and positive interactions to help children regulate their emotions and participate successfully. Children who previously found it difficult to manage their behaviour or interact with others now play cooperatively, communicate their needs and form positive friendships. Attendance is promoted effectively through close partnership with families and targeted support for vulnerable children. As a result, children attend regularly, are fully included and are well prepared for their next stage of learning.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to the setting's practice. Staff build warm, trusting relationships with children and their families, adapting care to meet children's individual needs from the outset. They work closely with parents and other professionals to identify needs early and provide coordinated support. For example, additional funding has been used to provide transport for vulnerable families, significantly improving attendance. Children with medical and developmental needs benefit from individual care plans and carefully coordinated support. As a result, children feel safe, secure and fully included in the setting.

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Children's welfare and wellbeing Strong standard

Staff promote children's physical and emotional wellbeing skilfully through everyday routines and meaningful conversations. During periods of extreme heat, they explain why outdoor play is unsafe and model healthy behaviours by drinking water alongside the children. Mealtimes promote independence, while reinforcing healthy eating and safe-eating practices. Children learn about having unhealthy foods in small quantities. Consequently, children make positive choices, manage their own snack and demonstrate a clear understanding of how to keep themselves safe and well.

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Children's welfare and wellbeing Strong standard

Children with special educational needs and/or disabilities benefit from highly individualised care that supports their health, wellbeing and emotional security. Staff work closely with families and health professionals to adapt routines, communication and resources to meet children's needs. As a result, children feel a sense of belonging, develop positive relationships and participate happily alongside their peers.

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Curriculum and teaching Strong standard

The curriculum is implemented consistently across the setting. Staff have a clear understanding of what they want children to learn. They use everyday experiences to develop communication, early mathematics, literacy and an understanding of the world. Staff skilfully follow children's interests and extend learning through purposeful interactions. For example, discussions about pasta, ladybirds and dry skin introduce new vocabulary, mathematical concepts and scientific understanding. As a result, children are curious, highly engaged and apply their learning naturally during play.

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Curriculum and teaching Strong standard

Teaching is responsive to children's individual interests and stages of development. Staff model ambitious language, and introduce new vocabulary, such as 'crunchy' and 'scales'. They ask thoughtful questions that encourage children to think independently. During mathematical activities, children estimate quantities, test their ideas and choose their own methods of recording findings. Consequently, children develop independence and wonderful attitudes to learning.

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Curriculum and teaching Strong standard

Staff know children thoroughly and adapt teaching so that all children can participate successfully. Small-group work and carefully planned routines help children with special educational needs and/or disabilities (SEND) to develop their communication, social skills and independence. Children with SEND participate fully in all aspects of the provision because support is expertly implemented to meet their individual needs.

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Curriculum and teaching Strong standard

Staff consistently promote independence through everyday routines. Children make choices, solve problems, manage their own snack and take responsibility for resources. All children therefore sustain remarkable concentration, enjoy learning and are well prepared for their next stage of education.

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Inclusion Strong standard

Leaders have created a highly inclusive culture where barriers to learning are identified early, and addressed through tailored support for children and their families. Staff know children exceedingly well and work closely with parents, schools and outside agencies to ensure that support is coordinated and responsive. Staff ensure that assessments are used promptly, referrals are made without delay, and strategies are adapted to meet individual needs. For example, leaders modify the environment by providing sensory mats for children who prefer to remove their shoes outdoors. Staff thoughtfully provide dedicated resources to help children's sensory needs; helping children to manage and regulate these, and enabling them to participate safely alongside their peers. As a result, children receive timely support and make significant progress from their starting points.

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Inclusion Strong standard

Staff adapt teaching and routines to help every child succeed, while maintaining high expectations for participation and independence. Visual supports, intensive interaction and targeted interventions develop children's communication, confidence and social skills. Funding is used thoughtfully to reduce barriers; for example, through transport for vulnerable families, additional sessions and specialist resources. Consequently, children attend regularly, access learning consistently and benefit from experiences that broaden their development.

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Inclusion Strong standard

Inclusion is embedded into everyday practice. Children with special educational needs and/or disabilities (SEND), those who receive additional funding, and children known to children's social care, participate fully alongside their peers. Children in the setting with SEND are indistinguishable because of the highly effective support they receive. They are fully engaged, form positive friendships and are very well prepared for their next stage of learning.

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Leadership and governance Strong standard

Leaders have a clear vision for the setting, and have strengthened governance following the transition to charitable status. They have created a reflective culture where children's welfare, inclusion and continuous improvement are central to decision-making. Leaders accurately identify priorities, including refining the curriculum, developing staff expertise and strengthening literacy provision, while maintaining a clear focus on meeting the needs of an increasingly diverse group of children.

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Leadership and governance Strong standard

Leaders respond promptly and transparently when concerns arise, using them as opportunities to review practice and strengthen safeguarding arrangements. They seek advice from relevant agencies where appropriate, implement improvements without delay and ensure that lessons learned are embedded into everyday practice. Leaders maintain effective oversight of staff practice through regular supervision and peer observations. As a result, children benefit from a well-led setting where safeguarding, accountability and continuous improvement are central to decision-making.

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Leadership and governance Strong standard

Leaders place a high priority on staff wellbeing. They have reduced unnecessary paperwork and introduced regular wellbeing check-ins. Furthermore, they provide access to counselling and occupational health support, and encourage an open culture where staff feel able to discuss concerns. As a result, staff report feeling valued and well supported.

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Leadership and governance Strong standard

Leaders have ambitious plans to further enhance the outdoor environment, including creating an outdoor classroom, and expanding learning opportunities so that children can benefit from a wider range of stimulating learning areas.

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Leadership and governance Strong standard

Partnerships with parents and the wider community are highly effective. Leaders work closely with families, schools and other professionals to coordinate support. Parents consistently describe the setting as welcoming, inclusive and responsive. This collaborative approach ensures that children consistently receive high-quality care, make excellent progress and are well prepared for their next stage of learning.

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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 thrive in this calm, welcoming and highly-inclusive setting. Children are valued as individuals, and quickly develop a profound sense of belonging. They form warm, trusting relationships with their friends and staff who know them very well. Children arrive and separate without hesitation from their parents, eagerly engaging in the day's routines. Children are welcoming towards visitors. They readily greet unfamiliar adults with smiles, wave hello and confidently include them in conversations and play; reflecting the secure relationships and sense of safety they experience in the setting.

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

Children are safe, confident and highly independent. They self-register and make choices throughout the day about their learning. They understand how to keep themselves healthy and safe, explaining why they need to eat small amounts of certain foods. Children behave remarkably well, show kindness towards one another and readily help their friends. They cooperate, solve problems together and demonstrate resilience when faced with challenges.

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

Children are enthusiastic and curious learners, who become deeply engaged in meaningful experiences. They confidently investigate, ask questions, recall previous learning and apply their knowledge during play. For example, they predict what will happen when ice melts, estimate and count collections of objects, and discuss the natural world. They develop a love of books, confidently share their ideas and communicate increasingly well, because rich conversations and vocabulary are woven throughout the day.

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

Children with special educational needs and/or disabilities (SEND) and those facing challenging circumstances flourish because support is tailored to their individual needs. Children who previously struggled to communicate, manage routines or interact with others make significant progress, and become confident members of the group. Children with SEND participate as confidently as their peers in all aspects of the provision. Consequently,

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Address:

Old Newton Village Hall Old Newton Stowmarket Suffolk IP14 4ED

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Old Newton Under Fives CIO

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Address:

Register(s): EYR, CCR, VCR all children achieve incredibly well. They develop self-esteem, independence, and are deeply prepared for their next stage of learning.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector/inspectors spoke with leaders, practitioners, special educational needs coordinator, children and their parents/grandparents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00,Tuesday,Wednesday,Thursday : 09:30 - 12:30

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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.

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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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