The Winning Child Nursery

The Winning Child Nursery

Unique reference number (URN): 2521139 Address: R C C G, Rehoboth House, Brent Way, Dartford, Kent, DA2 6DA Type: Childcare on non-domestic premises Registered with Ofsted: 03/04/2019 Registers: EYR Registered person: The Winning Child Nursery 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

Overall, all children generally develop appropriate knowledge and skills, ready for their next stage of education. Children with special educational needs and/or disabilities (SEND) make positive progress from their starting points. Children with SEND, and those who face barriers to learning access individualised support, helping to bridge gaps in development. Specialist resources interest and motivate them. For example, children spend a long time identifying different shapes in a puzzle toy, developing concentration skills. Other children are encouraged to join in with sensory activities, such as play dough, supporting their coordination and control. Children are generally ready to transition on to school. Where leaders have identified inconsistencies in teaching and support, these do not adversely impact children's progress and achievement.

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Inclusion Expected standard

Leaders generally provide a welcoming and inclusive setting and support for all families. Children with special educational needs and/or disabilities and those who face barriers to learning receive effective support. For example, leaders access support from their local authority to help staff to understand children's specific needs. Staff know their key children well and understand their interests and next steps in learning. Leaders typically identify and assess children's needs quickly and liaise with other professionals to help families, where needed. Staff work with parents and carers to identify children's needs at the outset, and use this information to put in place personalised plans. Leaders review support regularly and adapt it, as necessary.

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Inclusion Expected standard

Leaders use funding to provide children with specialist resources and one-to-one support. Staff use visual cues and sign language to help children communicate. They hold regular review meetings with parents to ensure the support is having a positive impact on children's progress. Leaders support families with their children's regular attendance. For example, they offer flexible start times to ensure all children attend regularly and to reduce barriers to learning. Children are typically supported with their transition on to school.

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Behaviour, attitudes and establishing routines Needs attention

Mealtime routines do not support children's engagement sufficiently and, at times, their focus and behaviour. For instance, children wait for long periods at lunchtime as staff organise food and equipment for them. While staff encourage some children to serve themselves, older children, who sit at large tables, have to wait for their food. This results in children becoming restless and unsettled. Leaders understand that staff need support to develop their confidence in adapting routines to meet individual needs during these times. However, this is yet to be embedded. Children demonstrate that they understand some routines. They follow instructions from staff and help with tasks, when asked. For example, some children scrape their plates when they have finished. Young children know to wash their hands before eating and wait patiently for staff to help them. Children who are new to the setting, settle well and demonstrate that they

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Behaviour, attitudes and establishing routines Needs attention

feel comfortable. Staff create a welcoming environment and are generally positive role models. They encourage children to use manners and offer praise. Leaders work with parents and carers to support regular attendance and provide flexible sessions to help with punctuality.

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Children's welfare and wellbeing Needs attention

Staff do not consistently explain to older children the impact of their behaviour, to support their understanding well. This means that although children learn about different emotions, they do not always understand the impact that their behaviour and responses may have on their friends. Children do develop friendships and generally play collaboratively with their peers.

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Children's welfare and wellbeing Needs attention

Babies develop secure attachments and benefit from appropriate routines for weaning, sleeping and feeding, helping them to become settled and happy. Children develop positive relationships with staff. Babies are cuddled and comforted regularly, supporting their self- esteem and wellbeing. Older children develop positive self-care routines. For example, they know to wash their hands before eating and learn to go to the toilet independently. This means they develop skills in readiness for school. Children are provided with healthy and nutritious meals and are generally supported to make healthy choices. Staff prioritise children's physical development and promote the importance of being outside. This helps children learn to keep themselves healthy. Children with special educational needs and/or disabilities, and those who face barriers to learning, are provided with quiet spaces to relax and retreat to, helping them to feel secure and safe.

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Curriculum and teaching Needs attention

The quality of teaching is not yet consistent. Children are not always provided with opportunities to extend their skills and knowledge. For example, staff do not always identify how they can support children's independence skills appropriately. They do not always extend learning for children during activities, specifically to support children's mathematical understanding. This means that children do not consistently benefit from quality teaching to help them make the best possible progress. Leaders have identified some inconsistencies in the quality of teaching and recognise the need to support staff's skills and confidence further. While they have plans to train staff to support their teaching of mathematics, this has not yet begun.

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Curriculum and teaching Needs attention

Staff do, however, plan a curriculum which prioritises children's physical and communication skills. Children who were not confident communicators, now speak in sentences. Babies join in with rhymes, explore books with interest and staff support them with new vocabulary and words. Staff use a range of assessment tools to identify children's individual needs and put targeted support in place to help those with special educational needs and/or disabilities make positive progress from their starting points.

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Leadership and governance Needs attention

Leaders understand that they have work to do to support staff's confidence and ensure consistency in teaching, particularly in extending children's learning further. Although leaders have plans to improve these elements of provision, these are not yet securely in place with demonstrable impact. Leaders have focused on improving elements of provision following previous actions set. Safeguarding procedures are now securely in place.

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Leadership and governance Needs attention

Leaders seek support from their local authority to develop staff's skills in meeting the needs of children with special educational needs and/or disabilities. Leaders work with other professional partners to ensure they access support for families where needed. They understand families' changing circumstances and provide advice and support, to help.

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Leadership and governance Needs attention

Staff report that they enjoy their roles and can approach leaders for support. Staff receive regular opportunities for discussion with leaders and attend staff meetings to develop their understanding in some areas. Staff are encouraged to complete additional qualifications to support their professional development. Parents and carers report effective communication and appreciate the flexible sessions offered to support their working patterns. Leaders have positive relationships with parents and other professionals to support children and families.

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

Children are not always provided with a consistently ambitious curriculum to support their learning and development. Leaders recognise that they need to support staff further in their practice to ensure they consistently provide high-quality experiences and opportunities for children. For example, staff do not extend activities to ensure children build on their knowledge and understanding, particularly to support their mathematical learning and their independence skills. This means children have limited opportunities to embed their learning. Staff do not routinely explain to children the impact of their behaviour on others, meaning that children are not always supported effectively enough to understand behavioural expectations. This, at times, impacts on their developing social skills. Weaknesses in practice mean that during routine times, such as mealtimes, practice has a negative impact on some groups of children. For example, at these times, children's individual needs are not

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

always met appropriately by staff. Children have to wait unnecessarily, for long periods of time, which impacts on their engagement and behaviour.

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

Children arrive eager to start their day and are welcomed by caring staff who are calm and sensitive in their interactions. Babies are cuddled and comforted, supporting their wellbeing. Children demonstrate that they feel safe and belong. Children with special educational needs and/or disabilities are provided with one-to-one support. Children who could not speak when they started, now use words to communicate. These children, in particular, generally make positive progress. Staff work with parents and carers to promote the importance of regular attendance, to help children become ready for school.

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

Children enjoy activities, such as playing football with staff, who praise and encourage them. Children spend time exploring play dough, developing coordination and concentration. Babies learn to climb and balance. These activities help support children's developing physical skills. Children generally understand the routines of the setting. Older children hang up their coats and put their water bottles away. Younger children make choices about what they want play with, demonstrating confidence. Children enjoy playing games outside with their friends, where they learn to share and take turns. Children begin to develop relationships and generally positive attitudes to learning.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

strengthen support for staff to extend activities to promote children's mathematical understanding 02/06/2026

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Action Completion Date

support staff to recognise opportunities to support children's developing independence skills 02/06/2026

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Action Completion Date

strengthen staff's confidence in supporting children's understanding of behavioural expectations and the impact of their actions 02/06/2026

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Action Completion Date

review and improve mealtime routines to support children's individual needs further 02/06/2026

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About this inspection

The inspector spoke with leaders, special educational needs coordinators, staff, parents, 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:

R C C G Rehoboth House, Brent Way Dartford Kent DA2 6DA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Winning Child Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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

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 .

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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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