Red Robin Early Education Ltd.

Unique reference number (URN): 2798531 Address: Gravel Hole Methodist Church, Castleton Road, Royton, OLDHAM, OL2 6UP Type: Childcare on non-domestic premises Registered with Ofsted: 19/07/2024 Registers: EYR Registered person: Red Robin Early Education 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 are keen and enthusiastic learners. They respond extremely well when joining in with adults, displaying excellent listening and attention skills. Equally, they show confidence in making their own choices and leading their own play. Children develop excellent levels of communication and language skills as they learn and explore. They discuss mermaids' scales and the jewels on a princess' tiara. They also demonstrate very positive levels of focus and concentration and persevere on different activities for extended periods. This is apparent when they make cakes and soup using sand and water and discuss the different ingredients needed.

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Achievement Strong standard

Children display very well-developed gross motor skills. They enjoy playing on crates and planks and benefit from appropriate levels of 'risky play' under the close supervision of the staff. They also have fun and show superb skills of collaboration as they play group games such as 'Duck, Duck, Goose'. Furthermore, children frequently draw and write and discuss their creations with confidence. The walls are adorned with the children's unique drawings, which creates a highly welcoming atmosphere. This also helps to create a strong sense of belonging. Children evidently make excellent progress and are very well prepared for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

Children thoroughly enjoy their time at the pre-school and form very positive friendships with their peers. They listen and take turns extremely well. This is evident as they pretend to be vets and take turns to be the vet and owner, developing their imaginative skills. Staff clearly communicate about the importance of listening, making positive choices and being kind. Consequently, children treat the resources with respect and help to tidy up with enthusiasm. They evidently show a clear understanding of the expectations and boundaries at the pre- school. Children have lots of fun and focus and engage incredibly well with a vast array of stimulating activities. Staff skilfully teach children about different feelings and emotions in a highly impactful way. For instance, they use resources such as the book 'The Colour Monster' to help children understand about how they feel. When children struggle to regulate

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Behaviour, attitudes and establishing routines Strong standard

their emotions, staff provide high levels of support and reassurance, alongside maintaining the boundaries of the setting.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff work closely with parents to ensure children maintain consistent patterns of attendance. Staff are vigilant and work with families to ensure children benefit from regular and uninterrupted periods at the pre-school.

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Children's welfare and wellbeing Strong standard

Leaders and staff create a highly nurturing and supportive learning environment for children to play and learn. Children build trusting relationships with staff and show that they feel happy, safe and comfortable at the setting. Children are superbly supported to lead healthy lifestyles. This is apparent as they have lots of opportunities to play outdoors each day. They enjoy riding on bikes, sliding down a slide and developing their balance and coordination when playing on an obstacle course. Children also enjoy growing different vegetables such as potatoes and carrots and taking them home to make soup and other meals. This helps children understand where food comes from and the importance of eating nutritious foods.

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Children's welfare and wellbeing Strong standard

Children are successfully supported to develop positive oral health habits. For instance, they engage in play with models of teeth. This helps children understand the importance of developing consistent daily toothbrushing habits. Children are also supported to learn about their own safety extremely well. For instance, they discuss the importance of washing their hands before mealtimes to get rid of germs. They also discuss the benefits of wearing sun cream and staying hydrated during hot weather. Staff also plan lots of opportunities for music and movement throughout the week. This positively contributes to children being active and promotes their overall health and wellbeing.

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Curriculum and teaching Strong standard

Children are curious and motivated learners. They show great levels of respect for their carefully planned and beautifully inviting learning environments. Children benefit from a positive balance of child-led and adult-directed play. Leaders and staff frequently introduce new learning opportunities and then allow children to build and extend on their play independently. Children take real ownership of the environment. They know where additional resources are kept and independently find and use different resources to develop their imagination and play.

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Curriculum and teaching Strong standard

Leaders and staff plan an exciting and ambitious curriculum. Children enjoy exploring a snake skin and discuss how it feels using words such as 'dry' and 'crunchy'. They also explore where snakes live and what foods they like to eat. This helps to extend their understanding of the world and different habitats. Children experiment with making different snakes with play dough and use lots of mathematical language, such as 'long' and 'short'. Furthermore, children enjoy searching for real bugs in the garden and gently handle a ladybird with care. They enjoy making comparisons to a photograph of a ladybird, and they count the spots and discuss what ladybirds eat. This supports them to expand their vocabulary and knowledge of nature.

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Inclusion Strong standard

Children with special educational needs and/or disabilities and those that may face other barriers to their learning thrive at this nurturing pre-school. Leaders and staff carry out baseline assessments when children join and quickly identify if children may require some additional support. They then work in close partnership with parents to agree on different targets and tailor support for children, striving for high levels of consistency between pre- school and home. In addition, leaders and staff work closely with other professionals, implementing any strategies or recommendations to help children move forward in their development. Staff use 'objects of reference' visual aids to help children understand about the routine and what will happen next. Children also benefit from high-quality interventions where staff focus on extending their language skills or helping them learn a new skill. Children evidently make excellent progress and benefit immensely from a skilled team of

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Inclusion Strong standard

practitioners. Leaders and staff use additional funding successfully. They invest in high- quality additional resources to support children's communication and language skills, as well as resources that help them to understand about their different feelings and emotions.

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Leadership and governance Strong standard

Leaders and staff are highly passionate and dedicated to ensuring that they positively influence each child's learning and development. At the centre of their ethos is supporting all children to reach their full potential. Leaders and staff have high aspirations for children and have an accurate view of the provision on offer. Leaders and staff place clear focus on ongoing professional development. This is apparent when staff engage in training courses such as for enhancing their environment or understanding autism in girls. The embedded culture of continuous staff development helps to ensure children benefit from skilled and knowledgeable practitioners.

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Leadership and governance Strong standard

Staff express positive levels of enjoyment of their work and discuss manageable workloads. They also benefit from termly supervision meetings where they discuss the progress of their key children and any training needs. Partnerships with parents are a real strength. Parents express extremely high levels of gratitude and appreciation for all the work that leaders and staff do to support their children. They highlight the excellent progress their children make and highlight the special bonds between staff and children.

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Leadership and governance Strong standard

Leaders and staff ensure that all children, including those with special educational needs and/or disabilities or those who may face other barriers to their learning, receive tailored support and benefit from a stimulating curriculum to support them to feel a sense of belonging, achieve and thrive at the pre-school.

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

Children display extremely high levels of emotional wellbeing and enjoyment at the pre- school. At the start of the day, they enjoy dancing to a 'wake and shake' song. Children laugh and smile as they join in and show that they know the song and actions very well. Children display an excellent understanding of the rules and boundaries at the setting. They discuss what they would need to do if they hear a fire or lockdown bell with confidence. As they play, children listen to each other, take turns and show impeccable behaviour. Children thoroughly enjoy making choices about their play. When exploring the well-resourced and inviting garden, children have lots of fun as they play on a slide. Staff are excellent role models and actively join in with children's play. They offer children lots of encouragement

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About this setting

Unique reference number (URN): 2798531 throughout the day. This boosts their confidence and helps them to develop very positive attitudes towards trying new things.

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About this setting

Children develop a real love of books and reading. Children confidently discuss what an author and illustrator are and talk about the 'blurb' on the back of the book. Children's thinking skills are successfully supported as staff ask them what different words mean and check their understanding of different sequences and events. This helps to develop their listening and attention skills and provides a secure foundation for their future literacy skills.

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About this setting

Children evidently form special bonds with their key people and other adults. They show that they feel extremely safe and secure. Staff have high aspirations for children and view them as highly capable learners. Children learn about how cheese is made and learn new words such as 'churn' and 'dairy'. They also expand their learning when discussing how to make a cheesecake and discuss different fruits and toppings. All children, including those with special educational needs and/or disabilities or those who may face other barriers to their learning, make significant progress and evidently flourish at this extremely welcoming setting.

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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, staff, parents and children 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:

Gravel Hole Methodist Church, Castleton Road Royton OLDHAM OL2 6UP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Red Robin Early Education Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 15:00

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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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