Jancett Childcare, Ross Road, Wallington

Jancett Childcare, Ross Road, Wallington

Unique reference number (URN): EY469976 Address: 53 Ross Road, Wallington, Surrey, SM6 8QP Type: Childcare on non-domestic premises Registered with Ofsted: 23/02/2014 Registers: EYR, CCR, VCR Registered person: Jancett Childcare & JACE Training Limited

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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 Expected standard

Typically, children make progress across all areas of learning and development. Older children demonstrate concentration when listening to stories. They anticipate what will happen next and enjoy sharing their ideas. They share their feelings about going to school and discuss emotions such as nervousness and excitement. Toddlers work together to achieve goals. They help each other to build a tower with construction bricks, counting the bricks as they go. Babies confidently access resources they wish to play with. For instance, they cover a dolly with a blanket, pat them on the back and gently sing 'Twinkle, Twinkle, Little Star'. This shows that babies are secure and comfortable in their environment and able to express themselves. Children balance on tyres, climb over obstacles and learn how to move their bodies in different ways in the outdoor space. Children with barriers to learning and/or wellbeing make steady progress from their starting points and are supported to take

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well. Incidents of conflict are swiftly supported by staff, who talk to children to help them understand expected behaviour and why. For example, children are reminded not to snatch, as it can upset their friends. Staff promote golden rules, such as using 'kind hands'. As a result, children collaborate and get along with each other. Children develop secure friendships at the nursery and invite each other to play. They sit together during group times and are supported in taking turns and listening to one another. All children have positive attitudes to learning and eagerly engage in play throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

Lunchtime routines are generally organised well, with staff interacting positively with children and encouraging independence through self-serving. However, practice is not yet consistent across all groups. At times, resources such as cutlery and cups are not prepared in advance, which results in children waiting unnecessarily. This disrupts the routine and reduces interactions with staff, making it more difficult for children to understand what is expected of them during this time. Staff role model saying 'please' and 'thank you', which supports children's manners. Leaders promote the importance of attendance in preparing children for school. They share this with parents verbally and through newsletters and their online communications.

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Children's welfare and wellbeing Expected standard

Children are supported to recognise, express and manage their emotions. For instance, during circle time, older children share how they are feeling about recently visiting their new schools. Staff listen and reassure children. This supports positive emotional health. Children with barriers to learning and/or wellbeing are supported to use the sensory room to help them feel calm and ready to learn.

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Children's welfare and wellbeing Expected standard

Leaders and staff provide healthy meals. Staff ensure that children with special educational needs and/or disabilities are fully included at mealtimes and sit alongside their peers. However, at some mealtimes in the baby room, staff are not highly responsive to babies' individual needs. For example, there is initial confusion as to whether babies should wait to eat or start. Although staff reassure and comfort babies at this time, they do not amend their practice effectively to consistently promote children's wellbeing.

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Children's welfare and wellbeing Expected standard

Children are taught personal safety, such as being reminded not to run with sticks in their hands as they could injure themselves. Leaders understand the importance of giving children regular opportunities to go outside for fresh air and to engage in physical activities. Leaders share the importance of oral health with children and families. Staff send useful tips, guidance and support on oral health home to parents and carers to support them in establishing healthy habits with their children.

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Curriculum and teaching Expected standard

The curriculum generally supports all areas of development. Staff use regular observations to assess children's progress. This helps staff tailor plans to support individual children's next steps. Children with barriers to learning are given extra support and guided by staff to take part. Leaders have developed a curriculum where activities, teaching and learning are centred around weekly core books. This promotes children's communication, language, literacy and understanding of the world by immersing them in rich story themes, new ideas and vocabulary. Typically, the teaching supports children to build on what they already know and practise skills to support their next steps. Staff model vocabulary clearly, narrate play and use questions to encourage children to think and respond. Not all staff are consistently confident at extending children's learning and development through high-quality interactions.

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Curriculum and teaching Expected standard

This means that children are not always supported to make the best progress.

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Curriculum and teaching Expected standard

The outdoor provision has a large space for children to run, climb, balance and exercise. However, leaders and staff have not yet considered how to further support learning and development by providing resources that offer further challenge and promote imagination and curiosity. Although these are promoted through indoor activities, leaders recognise that further improvements to the outdoor curriculum would support children to make even better progress.

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Inclusion Expected standard

The setting is inclusive, and all children are welcomed. Leaders demonstrate commitment to ensuring children receive the help they need at the earliest opportunity. For example, they work with external professionals to ensure they are equipped to implement strategies that support children in overcoming barriers to learning. Funding is used to support children's individual needs and to offer experiences they may not otherwise have.

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Inclusion Expected standard

Leaders involve parents in children's learning journey and decision-making. This means that children with special educational needs and/or disabilities (SEND) progress from their individual starting points and are generally ready for their next steps in learning. Staff support inclusive communication with children with SEND by implementing effective strategies, such as using visuals, 'Now and Next' boards and hand gestures.

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Inclusion Expected standard

Leaders ensure that children who are known to, or previously known to, children's social care are well supported. Staff work in collaboration with parents and carers and external professionals from the beginning to help children feel safe and secure. For example, to support children's emotional needs, staff provide safe spaces for them to express their emotions. This helps children to process their experiences and develop positive wellbeing.

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Leadership and governance Expected standard

Partnerships with parents are a strength of the setting. As a result, parents and carers feel valued and are kept up to date with children's learning and development. This supports consistency for children and provides continued learning opportunities at home. Leaders and staff communicate through an online app, monthly newsletters and detailed verbal daily feedback. Parents are given opportunities to share feedback. Leaders then use this feedback to make timely changes to their provision, improving their service to families. For example, they recently adapted their hours to meet the needs of local working families. Parents and carers report that leaders and staff offer tailored support and guidance, which has had a positive impact on their children's outcomes.

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Leadership and governance Expected standard

Leaders are reflective and have a clear vision of the nursery's strengths and areas of development. They give priority to promoting the wellbeing of staff. Staff feel well supported and enjoy being part of the team. Leaders follow safer recruitment procedures and ensure that new staff complete a detailed induction. Regular supervision helps staff reflect on their practice and the quality of their teaching with leaders. Leaders understand there is scope to further support staff to enhance all children's learning and experiences and have a clear action plan to do this.

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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 arrive confidently, are greeted by welcoming staff and settle quickly into the setting. All children demonstrate positive attitudes to learning and sustained engagement in play. Babies independently access board books and turn the pages by themselves. Toddlers enjoy group games led by staff. For example, they explore how their body can move by crawling like a tortoise or galloping like a horse. Older children are given choices of what they would like to play. They are motivated in their learning and given time to develop their interests.

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

A love of reading is evident across the setting. For example, when serving themselves peas at lunchtime, children giggle with their friends that they have 'evil peas' from the 'Supertato' book. Children learn to celebrate and explore the differences and similarities they share with others. For instance, staff support children in celebrating Pride Week by sharing age- appropriate books that teach respect, kindness and diversity.

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

Children learn to take turns, share and cooperate. They wait patiently for their turn with resources and kindly invite their friends to have a go when they are finished. Outdoors, children learn to climb and balance, developing their larger muscles. They are supported to gradually develop independence in care routines. As a result, children develop the skills they need for the next stage of their learning, including school. Overall, children with special educational needs and/or disabilities and those who face other barriers to their learning are well supported. For example, children are supported to manage their emotions well so they can join in alongside their peers.

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

Positive relationships between staff and families support children's continuity of care. Parents share that they have appreciated the opportunities to be welcomed into the nursery

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Address:

Type: Childcare on non-domestic premises for summer picnics, family breakfasts, stay-and-play sessions and parents' meetings. Leaders ensure communication is consistent to ensure families feel valued.

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Next steps

Leaders should ensure that staff enhance the curriculum outdoors for all children, with more varied and stimulating outdoor experiences on offer that encourage curiosity and extend learning opportunities. Leaders should evaluate the organisation of routines, with a particular focus on arrangements for mealtimes with babies to consider the time they spend waiting and ensure staff are highly responsive to the varying individual needs. Leaders should increase the support they provide for staff's teaching, as well as help staff reflect upon and adapt their own teaching more readily in the moment and extend children's learning and skills further.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers, the designated safeguarding leads and the special educational needs and/or disabilities coordinator 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. Registration date: 23/02/2014

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About this inspection

Registered person: Jancett Childcare & JACE Training Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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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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