Fellowship of St Nicholas - Greenway

Fellowship of St Nicholas - Greenway

Unique reference number (URN): EY337266 Address: 2 Waterworks Cottages, Waterworks Road, Hastings, East Sussex, TN34 1RU Type: Childcare on non-domestic premises Registered with Ofsted: 11/09/2006 Registers: EYR Registered person: Fellowship of St. Nicholas(The)

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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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Inclusion Strong standard

There has been a recent, but extremely well-directed, focus on improving the support for children who may have special educational needs and/or disabilities (SEND) or other barriers to their learning. Leaders and managers have very successfully and swiftly identified children who may benefit from additional, targeted support. They have worked in partnership with parents and other professionals to put in place a range of effective strategies to meet children's individual needs.

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Inclusion Strong standard

Leaders have sought specialist training to help managers and staff develop a more precise understanding of the underlying causes of certain behaviours. This has been embraced enthusiastically, and has had a significant impact on the confidence of staff and the support that children receive. In addition, there has been a very thoughtful reorganisation of both group rooms, and new equipment has been bought to enhance the learning environment for all children. This has been particularly effective in improving the provision for children with SEND, and those who need support and calm spaces to regulate their emotions.

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Inclusion Strong standard

Managers and staff communicate effectively with parents, which helps them to understand children's individual circumstances and interests. They use this information, along with their own observations, to ensure that children's care needs and emotional wellbeing are promoted sensitively and appropriately.

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Leadership and governance Strong standard

Recent changes in the leadership and management team have led to very rapid and precisely targeted improvements. These have been identified through highly effective reflection and evaluation. Leaders and managers have devised a comprehensive action plan. They have accurately considered the priorities for development, and are expertly implementing changes at a pace that enhances the provision without causing disruption. Leaders recognise that this is vital in ensuring that revised or new practices are fully embedded and understood by staff. While some initiatives, including the implementation of a new curriculum, are still being finalised, the progress already made is extremely impressive. In addition to significantly enhancing the experiences and outcomes for children who face barriers to their learning, the changes have made a very positive impact on staff morale. Staff work well as a team, communicating easily and positively to respond to children's 'in-

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Leadership and governance Strong standard

Managers and staff form very positive relationships with parents and carers. They provide a friendly greeting as parents arrive to drop off and collect their children, and provide regular updates on children's progress and development. The ongoing plans for improvement include a focus on strengthening partnership working even further, and increasing parent's involvement in the day-to-day life of the nursery. There are also effective arrangements to work with other relevant professionals, to meet children's needs and to support the professional development of staff.

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Achievement Expected standard

Overall, children progress well and are appropriately prepared for their eventual move on to school. The achievement of those with special educational needs and/or disabilities, or other barriers to their learning, has significantly improved recently. All children develop positive social skills. They learn to share, take turns and form friendships.

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Achievement Expected standard

Children are motivated and curious learners. For example, babies, toddlers and older children are all equally fascinated when visited by a variety of creatures, including frogs, snails, skinks and snakes. They behave maturely as they listen to the information given by the specialist handler, and patiently wait their turn to gently hold or stroke each creature as instructed.

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Achievement Expected standard

Children gain appropriate physical skills. For example, babies develop control and coordination, and older children confidently use a range of equipment, including tools such as scissors. All children develop their communication and language over time, as they move from single words to being able to speak confidently and articulately.

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Behaviour, attitudes and establishing routines Expected standard

Arrangements to understand and support children's behaviour have recently been enhanced. The changes that have been implemented are having a significant impact. Staff provide focused support for individual children at times in which they need it, using consistent and effective methods. Improvements to the organisation of group rooms, including consideration of colour schemes and furniture, have been successful in supporting children's positive behaviour. Babies benefit from spending time in a calm and homely environment, while older children have the space to engage in physical play indoors, alongside their tabletop and group activities. This provides the opportunity for them to refocus and redirect their energies.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy the friendly atmosphere and develop effective social skills. They learn to play cooperatively and engage in lively conversations and games with their friends. Routines are organised effectively and are adapted to respond to children's changing needs. For example, lunchtime for babies is planned around their sleep patterns. Leaders and managers have identified areas for continual improvement, including implementing a new curriculum, to further promote children's positive attitudes to learning. There are robust arrangements to monitor children's attendance, and staff call parents to check on children's wellbeing in the event of any absences.

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Children's welfare and wellbeing Expected standard

Children play and learn in a well-considered and secure environment. Effective risk assessments are in place, indoors and out, to minimise potential hazards to children. For example, staff monitor the temperature during extreme heat and plan the use of the outdoor areas carefully. In addition, staff consider children's individual needs when planning activities to ensure that these are accessible and safe. Staff are vigilant in their supervision of children, including those who are eating. Those preparing food follow strict procedures, particularly when preparing food for babies. They cut each item in line with current guidance, to avoid the risk of choking. Staff are also aware of safe-sleep practices, and ensure that each child has clean, suitable sleep arrangements and are checked regularly.

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Children's welfare and wellbeing Expected standard

Typically, children's emotional and physical care needs are identified and addressed promptly by caring staff. The recent focus on supporting children who face potential barriers to their learning has been particularly effective. Staff help children to develop habits that promote their welfare and wellbeing, including promoting healthy eating. They also ensure that children understand the relevance of practices that are in place, such as using sun cream and washing hands before eating.

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Curriculum and teaching Expected standard

All children, including those with special educational needs and/or disabilities, or other barriers to learning, take part in a broad range of activities that reflect all areas of learning. For example, older children play happily with their friends as they become engrossed in construction, imaginative play and a range of physical activities. Babies develop key skills, such as walking, talking and developing emotional independence. Children also thoroughly enjoy sensory experiences, such exploring cornflour or shaving foam. Teaching is effective overall, and there is an appropriate mix of adult-led activities and child-initiated play. For example, children concentrate on a well-resourced activity, specifically aimed at helping them to master the use of scissors. Staff effectively teach children by providing clear demonstrations and guidance. When supporting children's freely chosen play, staff are on

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Curriculum and teaching Expected standard

hand to offer encouragement, and to engage in interesting back-and-forth conversations.

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Curriculum and teaching Expected standard

Leaders and managers recognise that the curriculum is not currently well established, and does not support staff to precisely target their teaching. All staff interact warmly and positively with children, and overall, know what each child needs to learn next. However, they do not always fully identify what they want children to gain from each activity. Therefore, although all children progress well, their learning is not consistently coordinated as precisely as possible. Leaders and managers are in the process of devising a new curriculum for all children.

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

Children arrive at the nursery happy and pleased to see their friends and the staff. They settle quickly into their day, either finding toys they want to play with, or excitedly approaching staff to share their news. Throughout the nursery, children engage in lively conversations and concentrate well in their chosen activities.

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

Babies thoroughly enjoy activities, such as playing with shaving foam. They laugh with staff as they choose to cover their arms and legs. They also eagerly explore toys in a tray of cornflour. Activities of this kind successfully encourage children to learn through discovery and to explore their senses. The calm atmosphere in their group room supports babies to develop the confidence to investigate the resources, and to concentrate on skills, such as walking. They begin to understand routines and expectations, for example, as they sit together to eat snacks and meals.

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

Older children benefit from a broad range of games and experiences that capture their interests. They move confidently around their group room engaging in activities, such as practising using scissors, construction, role play and drawing. All children have fun as they spend time outdoors. With the support and encouragement of staff, they develop their physical skills using the wide selection of resources available.

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

Children with special educational needs and/or disabilities, and those who face other barriers to their learning, are fully included. Their needs are understood by staff, and are reflected in the care and support they receive as they play and learn. All children develop the skills, knowledge, confidence and social skills they need to prepare them for the next stage in their learning, including moving on to school.

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Next steps

Leaders should focus on supporting staff to more precisely identify what they want children to learn from planned activities.

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About this inspection

The inspector/inspectors spoke with leaders, the manager, 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:

2 Waterworks Cottages Waterworks Road Hastings East Sussex TN34 1RU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Fellowship of St. Nicholas(The)

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Address:

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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