Earl Shilton Children's Day Nursery

Earl Shilton Children's Day Nursery

Unique reference number (URN): 2576050 Address: 52 High Street, Earl Shilton, Leicester, Leicestershire, LE9 7DG Type: Childcare on non-domestic premises Registered with Ofsted: 20/02/2020 Registers: EYR Registered person: Earl Shilton Children's Day Nursery 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 Strong standard

All children make fantastic progress through the curriculum. This is particularly apparent in terms of children's communication and language development. Two-year-olds are able to recall conversations they had the previous week. They talk about the fire alarm drill that occurred and the staff who helped them to stay safe.

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Achievement Strong standard

Children are very well prepared for the next stage in their learning and development. They are able to make connections with what they know and understand. When staff highlight a picture of the moon in a book, 2-year-olds comment that 'the moon comes out at nighttime'. This demonstrates young children's confident understanding of the world around them. During a painting activity, older children recall having their face painted when on holiday and say, 'it made me feel absolutely fabulous'. This shows that children have highly developed communication and language skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a very positive, calm and friendly nursery community in which all children and families feel welcomed and valued. The behaviour of children is managed sensitively, with staff providing clear explanations to children to support their learning and help them understand the expectations of the setting. Children are developing extremely positive attitudes to learning. They are able to show deep concentration on their chosen activities. For example, younger children sit patiently and listen to a story for an extended period of time. They listen carefully and are able to respond with answers to questions. This shows highly developed attention skills.

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Behaviour, attitudes and establishing routines Strong standard

Staff are kind and caring with children. When children are feeling tired, staff cuddle them and make them feel comfortable and ready to sleep. Staff encourage children to think about the needs of others. They are superbly supported by staff to take part in a throwing game in which they have to take turns. Children behave extremely well and enjoy each other's successes. They recognise that some children who have special educational needs and/or disabilities may need extra help, and offer them their support.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is managed effectively so that children establish effective routines in preparation for the next stage in their learning.

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Children's welfare and wellbeing Strong standard

Children's welfare is at the very heart of leaders' decision-making. Care practices are highly effective in meeting children's needs. Leaders and staff are acutely aware that some children are more vulnerable than others. They act in children's best interests at all times and prioritise children's safety, security and happiness.

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Children's welfare and wellbeing Strong standard

Relationships between all staff and children are kind, warm and responsive. Babies cuddle into staff when they are playing, and staff sing joyfully to them as they change their nappies. Children are very well supported to understand their emotions and to explain how they are feeling. Staff take time to understand children's eating and sleeping routines at home. This means that staff are able to adapt the routines of the nursery to settle children in very successfully. This is particularly apparent when children transition to the next room of the nursery as they get older. Transition arrangements are managed extremely well.

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Children's welfare and wellbeing Strong standard

Staff talk to children very effectively about health and nutrition. Highly nutritious food is cooked at the nursery every day for children to enjoy. As a result, children often try new foods and are developing adventurous tastes. Children are developing a very confident understanding of the food that their bodies need to keep them healthy and for brain development.

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Curriculum and teaching Strong standard

Leaders have a very accurate view of the quality of the curriculum and teaching. Support for children's communication and language is highly effective. Staff use targeted strategies to ensure that all children, particularly the most vulnerable, make fantastic progress. Staff use mealtimes as a valuable opportunity to teach children about nutrition and health. They explain the ingredients in the food children are served and where these come from. This helps children to gain a highly effective and broad understanding of different areas of learning across the curriculum.

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Curriculum and teaching Strong standard

Older children are developing a keen interest in writing and practise recording the scores for a throwing game. Children with special educational needs and/or disabilities are supported extremely well to develop their mathematical understanding. They count numbers to 10 on a number line, then recognise the same numbers on a clock. Teaching is of a very high quality across the curriculum.

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Curriculum and teaching Strong standard

Staff confidently understand how to support children's learning through their interactions. For example, staff teach children how to wash their brushes carefully while using watercolour paints in between using different colours. Children listen attentively and then show that they have understood by testing this out. This helps children to develop their artistic skills to produce beautiful watercolour paintings.

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Inclusion Strong standard

Leaders and staff promptly identify any children they are concerned are not making appropriate progress. They take decisive action to reduce the barriers that some children face in terms of their learning. They regularly review and monitor the progress that children make. Staff confidently identify children who may be more vulnerable than others. They demonstrate high ambition for children's success and what they may achieve.

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Inclusion Strong standard

Support for children with special educational needs and/or disabilities (SEND) is highly developed. All staff understand their role in providing support for children who need extra help. They work extremely effectively with parents and other professionals. This ensures that the provision for children who may have SEND is of a very high quality. Children who have SEND and are about to start school are very well prepared for the next stage in their learning. Leaders ensure that highly effective strategies are in place to support children's development and close gaps. For example, all staff support children with SEND through the use of cue cards and specialised communication strategies. These have an extremely positive impact on children with SEND and encourage them to interact with others.

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Inclusion Strong standard

Leaders understand the importance of additional funding and recognise how this could be used to support children's development further.

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Leadership and governance Strong standard

Leaders understand the strengths of the setting and are confident on what they would like to work on next. This helps to ensure that the nursery continues to build on its many successes and improve further. Leaders are extremely passionate about making sure all children at the nursery receive the best possible early years experience. They have taken decisive and highly effective action to make sure that all children, particularly those who are disadvantaged, have special educational needs and/or disabilities or are known to children's social care, achieve the very best start in life.

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Leadership and governance Strong standard

Leaders rigorously monitor the quality of teaching. Staff are provided with effective feedback on their teaching, which helps them to develop further. This is linked to a detailed plan of individual training opportunities. For example, all staff have received coaching and training on supporting children's emotions. Leaders have monitored the impact of this and are able to evidence how this is helping children to regulate their emotions superbly well.

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Leadership and governance Strong standard

Parents are highly appreciative of the care and support of the extremely dedicated staff team. All staff comment on the fantastic leadership of the setting. They state that they feel extremely well supported and that they can go to leaders with any concerns they may have.

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

Children enjoy a fantastic early years experience at the nursery. They love to play games with their friends and to learn from the highly dedicated staff team. Children are expertly prepared for the next stage in their learning. Those who are starting school soon can hold detailed conversations with their friends. Younger children are developing firm friendships. They smile and giggle at each other as they listen to stories that make them laugh. All children are making superb progress from their starting points.

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About this setting

Unique reference number (URN): 2576050 All children and their families are welcomed at the nursery. Parents comment on the highly professional and caring support that staff provide for them. Children who have special educational needs and/or disabilities (SEND) are particularly well supported. Leaders are extremely ambitious about what all children can achieve. They make sure that all staff are highly focused on making sure that all children thrive.

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About this setting

Children are supported to behave extremely well. All children show that they feel comfortable and settled in the care of staff who know them well. Leaders and staff work hard alongside parents to encourage children to attend each early education session.

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About this setting

Staff celebrate the uniqueness of each child at the nursery. They support children to develop their personalities and to express themselves. For example, staff are encouraged to consider the best way for children with SEND to share their ideas. Staff recognise that children can all learn in different ways. They demonstrate an expert knowledge of the likes and interests of the children in their care. All staff comment that they love to work at the nursery and are passionate about providing the best possible early years opportunities for children.

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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 in order to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator 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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Address:

52 High Street Earl Shilton Leicester Leicestershire LE9 7DG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Earl Shilton Children's Day Nursery Limited

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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

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

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