Ballyhoo Boutique Nursery

Ballyhoo Boutique Nursery

Unique reference number (URN): EY556880 Address: Ballyhoo Nursery, Unit 2, The Maltings, Shaddongate, Carlisle, Cumberland, CA2 5TU Type: Childcare on non-domestic premises Registered with Ofsted: 13/02/2018 Registers: EYR, CCR Registered person: BBN Holdings Uk 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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Behaviour, attitudes and establishing routines Strong standard

Leaders have embedded a highly positive environment where children thrive and achieve. Children are excited to attend, and leaders are proactive and quick to identify non- attendance. They act swiftly in collaboration with parents to support them as needed. This proactive approach supports children, including those with special educational needs and/or disabilities and those who face barriers to learning, and families to establish a solid foundation for regular attendance as children move on to school.

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Behaviour, attitudes and establishing routines Strong standard

Positive and nurturing relationships ensure children consistently follow routines that are rooted in high expectations. Staff are positive role models and, as a result, children behave impeccably and have a clear sense of belonging. For instance, they warmly include new adults in their play and tell them about their 'ice cream shop'. Children have consistently positive attitudes to learning and with the ongoing support and expectations of staff, they show high levels of perseverance. Staff understand and consider children's uniqueness, and make reasonable adaptations to maintain high expectations of behaviour that reflect the children's ages and stages of development. Any disputes are promptly dealt with. The clear boundaries set by staff offer a fair and nurturing response which children are responsive to.

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Behaviour, attitudes and establishing routines Strong standard

Children are remarkably independent in their sleep routines, which is fostered by secure relationships and careful monitoring by staff. For example, children lay on their beds, listen to white noise or music, and happily settle down to sleep.

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Children's welfare and wellbeing Strong standard

Leaders and staff have a thorough and rigorous knowledge and understanding of the children. They build highly trusting relationships and regularly ask children how they are feeling. For instance, children who are upset are promptly given the support and care they need to recognise and manage their emotions. As a result, children are emotionally secure, confident and settled.

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Children's welfare and wellbeing Strong standard

Staff encourage children's independence skills. For example, babies are beginning to take off their shoes ready to rest, and older children proficiently use knives and forks to eat lunch. While eating, staff closely supervise to ensure children's safety and wellbeing. Children take part in regular learning opportunities that teach them how to look after their bodies. For example, they wash their hands before eating. This creates a solid foundation of adopting healthy habits. Staff vigilantly adhere to children's dietary requirements, while ensuring they receive a nutritional, balanced diet.

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Children's welfare and wellbeing Strong standard

Individualised and meticulous consideration is given to settling children. Leaders are highly flexible, making every effort to give them a calm and positive early experience. For example, staff follow routines from home and offer caring support to all children. Parents express full confidence in staff's care, noting they understand their child's routines, preferences and needs. Leaders and staff consistently ensure that each child, including those with special

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Expected standard

educational needs and/or disabilities and those facing barriers to their learning, feels safe, valued and supported, reinforcing children's deep sense of belonging.

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Inclusion Strong standard

Leaders and staff are committed to ensuring that children consistently experience inclusive practice, underpinned by equity of opportunity. Leaders and staff carefully consider children's uniqueness and make adaptations to their daily routines to best support each child. They promptly identify children's individual needs through assessment processes. Plans are continually under review, with parents and external professionals where necessary, so they remain highly focused. Leaders' knowledge and understanding of how best to use external professional support is evident. This builds trust, shared understanding and support, which is significantly praised by parents.

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Inclusion Strong standard

Leaders implement interventions, ensuring barriers to learning are effectively addressed for those children with special educational needs and/or disabilities and those who face barriers to learning. Staff adhere to personalised routines and are responsive to children's changing needs. This is reflected by parents, who comment on the swift adaptations made by staff supporting their children in response to detailed care plans established by the setting. Early years pupil premium funding is used strategically to address identified barriers and enhance children's experiences.

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Inclusion Strong standard

Regular professional development and reflective practice ensure leaders apply strategies consistently and impactfully. For example, staff use training and research to underpin the importance of attachment within relationships, to best support the children in their care. Enhancements to provision link to children's interests, which sees those who face barriers to learning engage with high levels of focus. Staff adapt activities to individualised next steps, so children are successful. They share this information proactively both within the setting and to schools, to design well-informed, individualised transition plans. This ensures every child moves confidently and smoothly into their next stage of education.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to learning, show clear focus and positive attitudes to learning. They are polite and treat one another with respect and kindness. Children build strong relationships with peers and adults. For example, they work together and share play dough and cutters. Children use their manners, confidently saying 'more please' during snack, and sit and talk to their friends. Children learn to share and take turns, to build emotional resilience and empathy, with careful guidance from staff who have high expectations.

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Achievement Expected standard

Children make steady progress and achieve well across all areas of learning. From the earliest stages, children benefit from a focus on personal, social and emotional development, reflected in well-established routines supporting early independence. Learning builds on what children already know and can do. For example, children use cubes to support learning of addition and record this on whiteboards. Children with SEND access specialist teaching, such as one-to-one interactions while they explore mark making and staff model early language. This has a positive impact on children's development.

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Curriculum and teaching Expected standard

Leaders design a broad and balanced curriculum that is responsive to children's interests, wellbeing and independence. Staff generally understand this well. For example, children are managing age-appropriate tasks independently, such as using knives to spread toppings at snack and serving their own meals. Staff use accurate assessments of what each child already knows and can do to support learning effectively. They create next steps that are shared with parents, and this ensures children, including those with special educational needs and/or disabilities and those facing barriers to learning, make steady progress.

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Curriculum and teaching Expected standard

Leaders and staff identify gaps in learning, using assessment to adapt teaching in the moment to individual needs. This supports staff's knowledge of children, allowing them to plan from a clear understanding of what children already know and can do. For example, in a small group, younger children name colours such as 'grey' and 'purple'. Overall, teaching is effective and staff engage well with children.

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Curriculum and teaching Expected standard

Staff position themselves well to enable support for all children and engage them in play. They use small focus groups with their key children to maintain strength of interaction during play and ask thought-provoking questions to support knowledge and understanding. For example, when asked what might be in the box, children sit in anticipation and then declare what they retrieve, saying 'a fire engine' and 'nee nor!'. Staff have a sound knowledge of children's development. They work closely with children to overcome barriers and ensure children make progress.

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Leadership and governance Expected standard

Leaders demonstrate a reflective approach to continuous improvement. They adapt staffing arrangements to improve the quality of interactions with children. For example, they use dedicated spaces to challenge and extend children's language through small group work. Leaders evaluate the setting's practice and implement initiatives that support improvement through ongoing development. For example, designing their own in-house lived curriculum that supports learning across all areas of development. Leaders are aware of how continued work on the implementation of this curriculum will lead to greater consistency for all children by building staff confidence in its delivery. They have a clear action plan, forecasting the goals for the coming years, and are ambitious in their aspirations. This approach reflects the dedication to care, teaching and support for all children, their families and staff.

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Leadership and governance Expected standard

Leaders cultivate collaboration among staff, parents and external professionals through open communication. Leaders hold the children's best interests at the heart of all they do and strive to offer them opportunities to support their individual learning needs. Parents hold the setting in high regard and feel well supported by leaders. They talk about noticeable progress in their child's confidence and communication since attending the setting. Leaders have a clear approach to supporting children who face barriers to learning. For example, children with special educational needs and/or disabilities and those who face barriers to learning gain swift support from external agencies. Interventions are put in place, and funding is used to close gaps effectively.

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Leadership and governance Expected standard

Leaders make positive links within the local area. They reach out to local schools to support transition for those children who are reaching the end of their journey at the setting, to ensure they have the best possible start to school. Leaders show a willingness and commitment to improvement in their own practice, to secure excellent outcomes for children in their care.

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

Children flourish in this highly nurturing, inclusive and stimulating environment where they feel safe, valued and well cared for. Children build secure relationships with both their key person and all staff, who remain with them for the duration of their time at the setting. Each child's success and wellbeing are at the forefront of the staff's intentions. Children arrive happy and quickly settle into well-known routines with staff who care deeply about them. As a result, children demonstrate a clear sense of belonging and are confident young learners.

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

Children enjoy learning and sustain high levels of concentration in activities that they eagerly join. For example, babies smile and clap as they push beanbags into target holes and push balls, repeating 'ball' with staff. Staff weave literacy, mathematics and communication naturally throughout the day, helping children apply their learning in meaningful ways. For example, children share books, mark make and name colours and shapes with pride.

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Address:

Ballyhoo Nursery Unit 2, The Maltings, Shaddongate Carlisle Children understand expectations, manage risk safely and regulate their emotions successfully through thoughtful support by staff. Mealtimes, transitions and group activities are calm, purposeful and sociable. This allows children, including those who face barriers to their learning, to make progress in speaking, some using words with great expression and understanding. Children behave well and demonstrate kindness and respect towards others. As a result, children develop excellent communication skills, resilience and emotional wellbeing.

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Address:

Children benefit from the positive relationships leaders and staff build with families. Together they work to support the best outcomes for every child. Children access flexible settling in sessions until they are emotionally secure. A robust care plan is secured for each child, meaning they are well understood and known to staff ahead of starting at the setting. As children grow and develop, their changing needs are swiftly addressed. This ensures they leave the setting well prepared for the next stage in their learning journey.

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Next steps

Leaders should continue to embed the curriculum to consistently strengthen staff confidence and further enhance children's learning across all areas of learning.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs and disabilities coordinator, 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 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. Cumberland CA2 5TU Type: Childcare on non-domestic premises

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About this inspection

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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