Rosy Cheeks Nursery

Rosy Cheeks Nursery

Unique reference number (URN): EY420783 Address: The Old Church, 251 High Street, STOKE-ON-TRENT, ST6 5EG Type: Childcare on non-domestic premises Registered with Ofsted: 24/01/2011 Registers: EYR, CCR, VCR Registered person: Rosy Cheeks Nurseries 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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Achievement Strong standard

Children, including those with special educational needs and/or disabilities or other barriers to their learning, make significant progress from their starting points and are well prepared for the next stage of their education. Children's physical, communication and emotional development are prioritised consistently throughout the setting, supporting a successful transition to school.

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Achievement Strong standard

Children make progress across all areas of development, building key skills and milestones as they move through different age groups. For example, babies are supported to drink from an open cup where appropriate at mealtimes, and this skill is developed further as older children are provided with increasing opportunities to develop their independence.

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Achievement Strong standard

Children demonstrate high levels of engagement and concentration as they listen attentively to a range of stories. Children who need additional support receive the time, encouragement and support they need to access all areas of the setting. Children feel safe and secure as they develop positive relationships with staff. They confidently develop their physical skills. For example, children enthusiastically ride bikes outdoors while taking part in stop and go games.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are positive role models who create a respectful and nurturing environment that enables children's best possible behaviour. Children interact with each other in a kind and thoughtful way. For example, children recognise when their peers need help to remove lids from dough containers. They support them to complete the task and continue to share resources together. Where younger children need additional support to cooperate, staff provide gentle guidance and reinforce consistent boundaries to help children learn to share and take turns.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines help children understand what is happening next throughout the day. Staff consistently use strategies, such as 'now and next', supporting children to link visual cues with key parts of the routine. As a result, children are settled, confident to access all areas of the environment and able to transition to the next part of the routine successfully. Children develop positive attitudes towards their learning as they engage in a range of experiences linked to their interests. They remain focused and involved for sustained periods of time. For example, children talk about holidays they have experienced while painting and exploring different countries.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor children's attendance regularly and work closely with parents and carers to identify and remove any barriers that may affect attendance. For example, leaders adjust funded session times where appropriate to support children to attend regularly. They consistently promote the importance and benefits of regular attendance with families.

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Children's welfare and wellbeing Strong standard

Leaders and staff consistently prioritise children's welfare and wellbeing, placing it at the heart of the setting. They have a detailed understanding of each child and the circumstances that may affect families. For example, they recognise when children may need additional support to feel secure and settle into the setting. Parents and carers value the support provided by leaders and staff to help their children make progress.

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Children's welfare and wellbeing Strong standard

Leaders and staff have established an effective key-person system. Staff interact with children in a warm, caring and nurturing way, supporting children to develop secure attachments. For example, staff recognise when babies need additional reassurance to feel safe while sleeping and make appropriate adaptations, such as ensuring their key person is nearby. Leaders and staff have a clear understanding of safer sleep practices, which are consistently followed by all staff. Leaders and staff ensure routines promote children's welfare and safety. For example, staff ensure they complete frequent headcounts of children as they transition to the outdoor area. This ensures children remain safe in all areas of the building.

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Children's welfare and wellbeing Strong standard

Leaders provide parents with regular information to support children's welfare and wellbeing. Families receive guidance on areas such as online safety, screen time and promoting children's physical health. Leaders and staff place a clear focus on oral health. Older children take part in toothbrushing activities where they learn about the importance of brushing their teeth and how to do this effectively. In addition, leaders provide families with toothbrushing packs to support children's oral health at home, which have been positively received by parents and carers.

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Curriculum and teaching Strong standard

Leaders and staff have high expectations for all children. They have designed an ambitious, well-sequenced curriculum that enables children to make progress across all areas of learning. Staff provide a broad range of engaging learning experiences with clear learning intentions. For example, older children use real tools to slice lemons while following a recipe to make lemonade, promoting their physical skills. Leaders ensure children of all ages receive consistent high-quality teaching.

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Curriculum and teaching Strong standard

Staff promote children's mathematical development throughout the day by embedding mathematical language into everyday interactions. For example, they encourage children to compare the size and length of fish they observe. Leaders and staff regularly review the curriculum and adapt it to address gaps in children's knowledge and experiences. For example, after identifying some children had limited understanding of litter and waste pollution, staff introduced learning experiences that helped children develop greater awareness of caring for the environment.

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Curriculum and teaching Strong standard

Staff consistently build on children's learning and communication skills through purposeful interactions. They use play effectively to support younger children's development, including simple games, such as peekaboo, to encourage communication and social interaction. Short, focused speech and language activities are woven into daily practice to ensure all children make progress. Staff recognise when younger children need reassurance to engage in new experiences and provide sensitive support. For example, they encourage

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Expected standard

children to explore a range of textures while introducing new descriptive vocabulary, helping to develop children's confidence.

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Inclusion Strong standard

Leaders and staff consistently identify and remove barriers to learning for all children, including those with special educational needs and/or disabilities. They adapt routines, teaching and the environment to ensure all children are fully included. For example, leaders adjust mealtime routines so children with additional needs can participate successfully alongside their peers.

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Inclusion Strong standard

Leaders work effectively with a range of external professionals and use their advice to develop bespoke support plans that are understood and implemented consistently by all staff. As a result, children receive coordinated support and make consistent progress from their starting points. Staff make effective adaptations to the environment and provide specialist equipment where needed. This enables children with complex needs to access the full curriculum. Staff incorporate recommended exercises and strategies into everyday activities. For example, physiotherapy exercises are included in yoga and movement sessions so all children can participate together.

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Inclusion Strong standard

Leaders use the early years pupil premium funding strategically to address individual barriers to learning and improve outcomes. They carefully consider children's individual circumstances when deciding how funding is used. For example, leaders provide targeted resources and experiences to support children's emotional wellbeing during significant life events, such as the birth of a sibling.

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Inclusion Strong standard

Leaders and staff use ongoing observations, accurate assessment and information shared by parents and carers to identify emerging needs quickly. They use communication and language screening tools to plan targeted interventions. They regularly review their impact and adapt support to help children make the best possible progress. As a result, children receive timely, well-coordinated support that enables them to make progress with their language skills.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's context, recognising its strengths while identifying priorities for ongoing development. They are committed to ensuring that every child has the opportunity to succeed by identifying and removing barriers to learning, including for children with special educational needs and/or disabilities. Leaders work effectively with a range of external agencies to secure appropriate support and ensure children's individual needs are met. They demonstrate passion and dedication in their roles and are committed to making a positive difference to the children and families they serve.

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Leadership and governance Expected standard

Leaders place a high priority on developing positive partnerships with parents and carers. They provide practical and emotional support to families through initiatives, such as a parent hub, where families can access helpful information on topics including food bank services, toilet training, oral health and online safety. Leaders also provide essential items, such as nappies and toothbrushes, to families who need them. Parents speak highly of the support they receive and value the approachable and caring relationships they have with leaders.

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Leadership and governance Expected standard

Leaders provide a range of professional development opportunities for staff to attend. They support staff to develop their confidence and enhance their skills in areas such as teaching mathematics and promoting children's communication and language. However, the impact of professional development opportunities attended by staff is not consistently evident in practice. Leaders recognise some of the professional learning staff can complete is in the early stages of being offered, and the impact on staff practice is yet unclear. Staff feel valued and enjoy working at the setting. Staff share how leaders prioritise their wellbeing as they feel confident to discuss any concerns they may have.

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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 feel safe, happy and valued from the moment they arrive. They settle quickly into the setting by attending a phased settling-in process and develop secure relationships with their key person. Children are confident and play cooperatively. They learn to manage their feelings and resolve disagreements in a calm and respectful way.

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

Children of all ages develop a positive attitude towards learning. They engage with a range of exciting experiences that have been carefully designed to capture their imagination and promote a range of areas of learning. They are curious and enthusiastic learners. Children sustain high levels of engagement and concentration as they investigate, create and problem-solve. For example, children carefully select colours to paint their house in the 'jungle'. They talk confidently about what they might see through the windows, such as trees and animals. Children develop an understanding of the world around them through meaningful experiences. They learn how to keep themselves safe as they play stop and go games while riding bikes and practise stopping at crossings for pedestrians.

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

All children, including those with special educational needs and/or disabilities, make positive progress from their individual starting points. They access learning experiences that meet their individual needs, and which enable them to achieve well. Children develop confidence in early literacy through regular opportunities to enjoy stories, make marks and explore an environment rich in language. Children benefit from positive partnerships between the setting and their families. They attend regularly, enjoy coming to nursery and thrive because any barriers to attendance are identified and addressed at the earliest opportunity.

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Next steps

Leaders should provide further opportunities to promote professional development for staff while monitoring its effectiveness more closely to ensure it achieves the intended impact on practice.

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About this inspection

The inspector spoke with leaders and staff 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

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Address:

The Old Church 251 High Street STOKE-ON-TRENT ST6 5EG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rosy Cheeks Nurseries Ltd

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Address:

Operating hours: Monday : 07:30 - 17:30,Tuesday : 07:30 - 17:30,Wednesday : 07:30 - 17:30,Thursday : 07:30 - 17:30,Friday : 07:30 - 17:30

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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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1 to 4

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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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

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

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