Tiny Bubbles @ Jesters

Tiny Bubbles @ Jesters

Unique reference number (URN): EY486437 Address: Jesters Adventure Play, Beversbrook Industrial Estate, Calne, Wiltshire, SN11 9PL Type: Childcare on non-domestic premises Registered with Ofsted: 19/03/2015 Registers: EYR, CCR, VCR Registered person: Jester's Adventure Play 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 Expected standard

Children make steady progress across all areas. They gain skills in readiness for their move on to school. Children develop their speech, confidence and social skills at this nursery. Younger children and babies begin to develop their attention and concentration. They enjoy singing sessions and being involved in choosing the songs, picking corresponding cards and joining in with some actions. Children build friendships and keep busy selecting things that interest them from the resources available. Children typically develop positive attitudes to learning and doing things for themselves. Older children work together to build dens inside, finding and adapting materials to create their desired effect. Children use foam bricks to design and build obstacle courses, walking and balancing along these with increasing skill. They listen and engage with activities, and generally join in with routines effectively. Children

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Achievement Expected standard

with special educational needs and/or disabilities reach their potential and are well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between children and staff are well established. This helps children to enjoy their time at this nursery. Staff form close and beneficial bonds with children. They join them in their play and are genuinely interested in what they are doing. Leaders understand the importance of supporting children's regular attendance. They work with parents and carers to help them with this. Leaders provide resources to help ensure children do not miss out on tailored experiences.

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Behaviour, attitudes and establishing routines Expected standard

Staff typically support children's behaviour well, helping children to share toys and take turns with resources. They give children reminders to respect others' needs and play cooperatively. Staff generally encourage children to try new things. They offer children plenty of exploratory play to encourage them to test out their ideas. Overall, they think through their routines to offer children some useful opportunities to develop their skills. Older children find their drinks bottles and bring these over to the lunch table. They wash and then dry their dishes after their meal. However, at times, staff do not help children to listen and focus on tasks fully, such as to tidy away the toys. Additionally, they do not use all opportunities for children to persevere with trickier tasks. For example, staff do not consistently encourage children to use tools effectively in activities or use cutlery, rather than their hands, to eat their

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Children's welfare and wellbeing Expected standard

Staff attentively support children. They form caring bonds that build children's confidence and emotional wellbeing effectively. Staff working with the toddlers and babies offer patient, reassuring support. This helps new children to settle quickly and successfully. Staff support children's care needs thoughtfully. They link to babies' home routines so that their individual needs are followed. Staff set up sleep routines and areas with children's safety in mind. They monitor sleeping children appropriately. Staff help children to manage their emotions; this includes children who need additional and perceptive support. They help older children to communicate their frustrations and negotiate with each other effectively.

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Children's welfare and wellbeing Expected standard

Overall, staff teach children to make beneficial choices and develop healthy lifestyles. Generally, they help children develop some aspects of their independence. For example, during some meals, staff encourage children to pour themselves healthy drinks of water. Leaders have set up an indoor room with soft-play equipment for children to be active and develop their physical skills. Staff also take children to the nursery's outdoor area to have periods in the fresh air. They promote children's safety, monitoring the group closely as they move downstairs. They make sure the areas and access are secure and give children clear reminders on safe practices. Older children enjoy using wheeled toys here and practising their skills on the swing. Leaders have plans to develop the outside area, to provide more opportunities for children to build a wider range of skills here.

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Curriculum and teaching Expected standard

Leaders have led the improvement of staff's interactions with children since the last inspection, to develop children's communication skills further. Staff give children time and encouragement to communicate their needs, including children who need additional support in this area. They offer babies and young children suitably adapted language so that they can hear and copy key words. Staff notice things that children are interested in and join them in activities, modelling new words and skills. They encourage older children to think and progress their understanding in different areas. For example, staff help children to notice and read numbers on the jug they are filling with water, developing their mathematical skills. Babies receive encouragement to build their confidence with new materials. For example, they enjoy exploring sensory scarves and noisy shakers.

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Curriculum and teaching Expected standard

Leaders have supported the development of the curriculum since the last inspection. Children's key persons know them well. They undertake regular assessments of what babies and children can do, and then outline what they need to learn next. There is some sharing of information with parents and carers regarding this at periodic meetings. There is more in-depth regular liaison and sharing of information for children with barriers to their learning and those with special educational needs and/or disabilities. However, staff do not frequently share such information with all parents. This does not help them all to work together to help children's skills progress to consistently high levels.

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Inclusion Expected standard

Leaders work closely with children's key persons to outline any persistent gaps in children's learning, or any areas where children are struggling to achieve skills. Leaders promptly seek support from outside professionals for children with special educational needs and/or disabilities (SEND). This helps staff to gain new ideas to help their effectiveness. Staff undertake additional targeted assessments, outline further steps and implement strategies and support from these. This is effective in closing gaps in children's learning and helping children reach their potential. Staff offer patient support to help children successfully manage their frustrations or express themselves.

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Inclusion Expected standard

Leaders and staff in the pre-school liaise with teachers to support children's move on to school. They hold additional meetings to share targeted arrangements for children with SEND. Overall, leaders and key persons work with parents and carers to gain information on children's development. They use strategies to help children achieve outlined skills. This is particularly effective for children with some barriers to their learning. Leaders liaise with parents of children who speak more than one language, linking suitably to children's home languages to help their skills in English too. They use additional funding wisely. This helps to bridge gaps in children's development and experiences, and further assists with their home learning.

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Leadership and governance Expected standard

Leaders and staff show dedication to the provision and that they want the best for children. Leaders have focused on progressing practice since the last inspection, particularly on fulfilling the outlined actions. They have engaged with local authority advisers to gain advice and support to implement improvements. Leaders have supported staff training in suitable areas, such as in relation to children's communication and language. This has helped to raise the quality of interactions with children to increase their communication.

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Leadership and governance Expected standard

There have been staff changes recently. Leaders work hands-on in the nursery to ensure that they are maintaining suitable support for children. They lead appropriate recruitment, induction and supervision of staff, ensuring they have regular meetings and chats to support staff wellbeing. Leaders support the close liaison of the team to help their effectiveness. They undertake some ongoing further reflection, outlining aims for additional improvements. They have plans to develop the outside area and enhance children's learning outdoors further.

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Leadership and governance Expected standard

Leaders liaise with parents and carers and other professionals. They form a close team to support children with special educational needs and/or disabilities and those with barriers to their learning. Leaders lead parents' evenings three times a year, for staff to share information on children's learning and development. However, between these times, staff do not consistently share further clear and comprehensive information on children's individual achievements, progress and areas needing support. This means there is not always a fully consistent and concerted approach to the support all children receive across both their home and the nursery.

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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

Babies and children develop close bonds with staff. This helps their confidence and wellbeing and develops their sense of belonging in the nursery. Children are valued as individuals, and staff show genuine interest in them. Babies benefit from staff following their individual routines. They happily snuggle in with staff to have their milk and settle down for their nap. Babies and toddlers receive sensitive support for their care needs. They receive privacy when having their nappies changed and caring interactions from staff to make these routines calm and relaxed. Children show that they feel safe and are happy in the nursery.

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Inspector:

Rachel Parker Babies' and children's communication and language skills are developing well. Those children with some barriers to their communication learn to listen to staff's instructions. They build their understanding of and involvement with care routines and activities effectively. Children benefit from staff getting down to their level and ensuring they get their attention to help them listen and learn. Older toddlers develop their language skills. They chat with staff, who help them take turns in conversations and ask them age-appropriate questions. Pre- school children chat happily with staff. They discuss their ideas and learn to negotiate and share these with each other. Children build their social and team skills as they work together on tasks in their play.

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Inspector:

Overall, children of all ages develop their dexterity and coordination age-appropriately in activities and routines. They enjoy connecting and building with blocks. Older babies and children effect changes to play dough, picking up on staff tips and rolling and moulding the dough. Older children concentrate for prolonged periods and achieve their goals; this includes children with special educational needs and/or disabilities. They create intricate models, such as volcanoes, and talk about their plans in detail. Children make effective progress from their starting points. They develop skills in readiness for their next stage of learning and their move on to school.

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Next steps

Leaders should increase the sharing of information with parents and carers, to help develop a consistent and concerted approach to the support all children receive across home and the nursery. Leaders should support staff to provide consistent opportunities to develop children's independence and sense of responsibility, and build children's positive attitudes to learning even further.

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About this inspection

The inspector spoke with leaders, staff, parents and carers 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:

Jesters Adventure Play Beversbrook Industrial Estate Calne Wiltshire SN11 9PL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Jester's Adventure Play Ltd

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Address:

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

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