Orange Day Nursery

Orange Day Nursery

Unique reference number (URN): EY358948 Address: 24 Willoughby Road, LONDON, N8 0JE Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/2007 Registers: EYR, CCR, VCR Registered person: N8 Properties Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children generally make steady progress from their starting points. They develop confidence and language skills through interactions and different experiences in the setting. Younger children develop balance and coordination as they become more confident walkers. They develop early communication through songs, familiar routines and everyday interactions such as mealtimes. Older children are confident expressing their simple ideas and take part in conversations with their peers and with adults, for example, talking about making 'cakes' with sand. Children can manage tasks for themselves which supports their independence. They wash their hands, use the toilet and make their own choices. Children develop independence and serve themselves during mealtimes, this includes younger children who practise using a spoon to feed themselves. These experiences help children develop the confidence they need for their next stage of learning, including school.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children respond well to the clear routines and expectations established across the setting. Leaders support staff to implement the setting's approach to behaviour through clear expectations and regular discussions. Staff provide support and reminders that help children understand what is expected of them throughout the day. Children build warm relationships with staff and their peers as they take turns, share resources and work together during activities. For example, staff playfully encourage younger children to wait for their turn to use the outdoor equipment.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff encourage children to think about their feelings and the feelings of others. For example, children talk about emotions as they explore colours during painting activities. They discuss the importance of keeping promises and discuss stories that help them to consider how their actions affect others. Staff adapt their support to children's age, stage of development and individual needs, helping them follow routines, tidy away resources and move calmly between activities and transitions. Leaders work in partnership with families to promote attendance by monitoring attendance and following up children's absences, helping children attend regularly and benefit from the curriculum.

p.2

Children's welfare and wellbeing Expected standard

Children are happy, settled and form close relationships with key persons, who support their care and learning needs. Staff support children to recognise and talk about different feelings through everyday interactions, stories and visual resources. They respond calmly to children's behaviour and help them to take turns, wait patiently and consider the feelings of others. Staff meet children's individual care needs well. They manage mealtimes safely and understand children's allergies and dietary preferences, which are listed in every room.

p.2

Children's welfare and wellbeing Expected standard

Staff follow procedures to keep children safe. They ensure to sign children in and out, complete accident forms and supervise sleep and do regular sleep checks. Leaders oversee outings, staffing arrangements and risk assessments to ensure children's safety. Children enjoy daily opportunities to be active outdoors. Staff also promote healthy lifestyles through everyday routines. Staff talk to children about healthy foods and how this helps them grow and keep them healthy. With younger children, staff use more simple language during mealtimes to encourage communication and positive experiences around food.

p.2

Curriculum and teaching Expected standard

Leaders generally design a curriculum that reflects children's interests, starting points and stages of development. Leaders review the quality of teaching through observations and reflective discussions to identify where improvements can be made. Staff use observations and regular assessments to identify what children know and can do. They use this information to help plan activities that build on their learning and support their next steps. Staff promote children's physical, personal, social and emotional development through movement activities and discussions about different emotions and positive relationships. Staff and leaders demonstrate a clear understanding of how to adapt teaching for children with special educational needs and/or disabilities, children who speak English as an additional language and those facing other barriers to learning and/or wellbeing.

p.3

Curriculum and teaching Expected standard

Staff generally promote children's communication and language through stories, songs, conversations and play. For example, while building with construction resources, staff encourage children to count triangles and think about how they will build a house together. During mark making, staff encourage children to talk about what they are drawing, as one child describes a 'fire mountain'. Staff also introduce mathematical language as children compare 'big' and 'small' elephants during play. However, staff do not consistently use open- ended questions to extend children's communication, language and thinking further, particularly for older children.

p.3

Inclusion Expected standard

Leaders generally promote an inclusive environment where children and families are welcomed and valued. Staff gather information from parents when children start and use observations and assessments to understand children's individual needs, interests and starting points. They monitor children's progress and review regularly so that any concerns can be identified early. Although there are currently no children on roll with special educational needs and/or disabilities (SEND), leaders demonstrate a clear understanding of inclusive practice and a commitment to inclusion. For example, they explain how they would introduce targeted support, adapt activities and work collaboratively with parents and external professionals where necessary to support children's individual needs.

p.3

Inclusion Expected standard

Leaders describe previous work with speech and language services that help children improve their communication and make progress. Staff who have responsibilities for supporting with children with SEND work with the local authority and attend network meeting forums to share good practice. Leaders also work with the local authority advisers to seek advice where needed and attend network forums to keep knowledge and practice up to date. Leaders explain that, where children speak English as an additional language, staff learn key words from home and use flashcards and visual prompts. This helps children communicate, take part and feel included.

p.3

Leadership and governance Expected standard

Leaders understand the setting's strengths and priorities for improvement. They monitor the quality of staff practice through regular supervision, observations and staff meetings. This helps them identify where further support is needed, including developing staff's use of open-ended questions to extend children's communication and thinking.

p.4

Leadership and governance Expected standard

Staff report that they feel supported by leaders. They receive induction, training and individual supervisions where they can discuss their practice, wellbeing and professional development. Leaders understand safer recruitment processes and complete checks to ensure that staff are suitable for their roles. Leaders ensure that staff maintain regular communication with parents about their children's learning through verbal feedback, the online app and meetings.

p.4

Leadership and governance Expected standard

Leaders maintain oversight of daily practice and routines in the nursery, including outings, accidents and risk assessments. Leaders meet regularly with the directors to review the quality of the provision and identify priorities for further improvement, including strengthening planning and the learning environment.

p.4

Leadership and governance Expected standard

Leaders ensure continuity of management through effective planning. The leadership team work together closely to share leadership responsibilities and maintain oversight of safeguarding, accident and incident reporting, safer recruitment, staff supervision, risk assessment and requirements. This helps ensure that the leadership responsibilities remain clear and that the quality of the provision is maintained.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are generally happy, settled and confident in this welcoming setting. They form warm relationships with staff, who know them well and help them to feel safe, included and valued. Children settle quickly and confidently choose from a range of activities and resources. Staff support younger children to join in with familiar action songs, such as 'Wind The Bobbin Up', where they eagerly copy movements and sing alongside their peers. Older children enjoy sharing their ideas and using their imagination during play. For example, they talk about the pictures they draw and work together while making 'cakes' in the sand tray.

p.5

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

Children generally enjoy purposeful activities that support their learning and development. They explore construction materials, play dough, painting and stories, helping them to develop their creativity, communication and early mathematical development. Staff encourage children to select resources, use the toilet independently where appropriate and serve themselves at mealtimes. Younger children, with support from staff, are encouraged to feed themselves and develop their physical skills through daily play opportunities such as soft play and using the see-saw.

p.5

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

Children enjoy playing with their friends and take part enthusiastically in nursery life. Staff keep parents and carers informed about their children's learning, development and care through daily verbal feedback, observations shared on the online app and parent meetings. Children also benefit from regular outings in the local community that help broaden their experiences.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: N8 Properties Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Next steps

Leaders should ensure staff use open-ended questions more consistently to extend children's communication, language and thinking during activities.

p.6

About this inspection

The inspector spoke with leaders, staff, special educational needs coordinators, children and parents during the inspection.

p.6

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. This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8