The Wendy House (Lynwood) Limited

The Wendy House (Lynwood) Limited

Unique reference number (URN): EY481425 Address: 5/6 Lynwood Way, Lickey, Birmingham, West Midlands, B45 8EZ Type: Childcare on non-domestic premises Registered with Ofsted: 21/10/2014 Registers: EYR, CCR, VCR Registered person: The Wendy House (Lynwood) 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

All children, including those with special educational needs and/or disabilities, or those who face other barriers to their learning make progress. However, children do not yet make swift progress within their mathematical development. Children typically receive the support they need to build on their existing skills. Children are engaged in their learning and show a curiosity and willingness to participate and develop their collaborative play.

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Achievement Expected standard

Babies achieve well. They develop independence from an early age, scooping their food onto spoons and developing their hand-eye coordination as they feed themselves. They learn to turn the pages of board books and delight in pointing to familiar objects, exploring the textures on each page. Younger children are supported to make choices as they make meaningful marks with paintbrushes, developing their fine motor skills, hand-eye coordination, and early literacy foundation skills. They enjoy mixing paint and share thoughts on what colours they can make. Older children develop their verbal and non-verbal communication. They demonstrate extensive vocabulary and children are able to describe their feelings and emotions throughout their play. For example, they talk about when they are excited to have a turn on the obstacle line they have built.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to learning and are happy and settled. As a result, they are very well behaved and are praised for showing care and kindness to one another. Routines are well embedded across the nursery and children demonstrate a good understanding of what to do at key points of the day. For example, older children take it in turns to wash their hands before mealtimes and collect their water bottles before going to choose their seat at the table. Children arrive at nursery calm, settled and ready to fully participate in the day's activities.

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Behaviour, attitudes and establishing routines Expected standard

Warm positive relationships are fostered as staff demonstrate kindness, respect and genuine care in their interactions with children. As a result, well-developed bonds are formed with adults, who know and understand the children in their care well. This helps children feel safe and secure, and they are comfortable approaching staff for reassurance and emotional support. This enables children to develop confidence, resilience and independence as they learn, play and interact with their peers.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance, working in partnership with families by taking time to explain the value of nursery and how regular attendance supports children's school readiness. For example, older children are prepared for school through opportunities to develop their independence, such as being able to scrape their leftover food from their plates into the bin at mealtimes. However, there are some inconsistencies in the opportunities provided by staff to build independence at the highest level. Staff do not always take advantage of opportunities for children to consistently build their independence, for example, providing opportunities to self-serve at mealtimes.

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Children's welfare and wellbeing Expected standard

Leaders promote children's welfare and wellbeing throughout the nursery, ensuring children are happy, feel safe and settled. They support staff to implement effective routines and procedures that promote a healthy lifestyle. Babies and children demonstrate high levels of emotional wellbeing and feelings of connection and belonging. Staff support children who become distressed after spending some time away from the nursery. For example, they use their knowledge and understanding of children's families to engage children as they settle back into their familiar environment.

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Children's welfare and wellbeing Expected standard

Children generally develop independence from an early age, engaging in activities that promote their understanding of self-care and hygiene. For example, children are supported to wash their hands and wipe their faces with flannels after eating. Children demonstrate a keen understanding of the importance of oral health. They are eager to tell staff about the toothpaste they use at home. Staff could further promote children's independence and encourage them to practise these skills to help them to develop confidence and essential life skills for the future.

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Children's welfare and wellbeing Expected standard

Leaders and staff provide well-balanced nutritious meals for children. When menus are to be changed, leaders and staff work collaboratively with parents and children to consider their preferences to effectively plan new menus that ensure variety of choice. Staff support the older children to recognise and express their opinions and feelings. Children talk about their likes and dislikes of food at lunchtimes and staff provide praise when they try new foods. Routines for safer sleeping are effective, for instance, older children sleep on mats and remove their shoes, ready to rest. Staff follow babies' individual routines from home which supports their physical and emotional wellbeing.

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Curriculum and teaching Expected standard

Leaders and managers have a clear understanding of what they want children to know and be able to do by the time they leave the nursery. They use themes and some knowledge of children's interests to design an inclusive curriculum that enables children to typically access the areas of learning. However, leaders should strengthen planning and teaching practices to ensure that mathematical concepts, language and skills are consistently embedded throughout both adult-led and child-initiated learning. This will help children develop a deeper understanding of mathematics and make further progress in this area.

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Curriculum and teaching Expected standard

Staff prepare the environment effectively and use open-ended resources and equipment to provide engaging learning opportunities. For example, children are encouraged to develop their imagination and communication and language skills as they enjoy making their own aquariums and discuss what materials and sea creatures they are going to add to them.

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Curriculum and teaching Expected standard

Children benefit from a focus on physical development. Babies delight in crawling into the tray to find farm animals. They are excited to become involved in a music session as they enthusiastically hold and shake the maracas as the adults around them engage in singing. This develops children's physical skills as well as supporting early understanding of rhythm. Younger children enjoy pinching and rolling play dough to develop their fine motor skills and they explore sensory textures that stimulate their curiosity and imagination. Older children enjoy riding scooters, trikes and balancing on beams to support the development of their stability, balance and coordination. Where children have special educational needs and/or disabilities, or face other barriers to their learning, staff use varied approaches, such as sensory circuit strategies well to support their regulation.

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Inclusion Expected standard

Leaders identify and assess barriers to learning swiftly, to ensure that children with special educational needs and/or disabilities (SEND) or who face other barriers to their learning receive timely, tailored support. Children benefit from well-utilised funding so that barriers to learning and development are reduced, enabling them to flourish. Efficient reviews of support plans mean that children generally have relevant, appropriate targets in place. Staff make purposeful adaptations as children's needs transform to ensure they remain effective and children's development is progressive. Suitable support is typically provided to staff to ensure their knowledge is developed in how to effectively support children with SEND.

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Inclusion Expected standard

Staff work collaboratively with parents and carers. They carefully consider parent's views within support development plans to take into account their wishes for their children's intended achievements. Parents recognise positive progress in their children's development, particularly in speech, language and physical movement. Clear communication, regular contact with key persons, and tools, such as an online app, help parents understand next steps and supports effective parent partnerships.

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Leadership and governance Expected standard

Leaders place an emphasis on supporting staff's welfare and professional practice. Staff speak positively about their experiences working within the nursery and value the guidance and support they receive from leaders. Efficient oversight ensures that procedures are implemented which promote children's safety. Leaders are proactive in identifying when children and families may require additional help and work collaboratively with external agencies to secure appropriate support. They recognise the contribution this makes to children's wellbeing, engagement and overall progress in learning.

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Leadership and governance Expected standard

Leaders plan training to enhance staff's knowledge and skills to support children's development. They have recently developed a continued professional development programme tailored to the nursery to further enhance and support staff's skills and knowledge. This programme is not yet embedded and leaders acknowledge that the programme is in its early stages. Leaders should now continue to further develop and refine the programme so that it can become fully embedded across the nursery and demonstrate a sustained impact on staff practice and children's learning and development outcomes.

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Leadership and governance Expected standard

Leaders give careful consideration to support parents in extending their children's learning at home. Staff build impactful relationships with parents. Parents say they feel comfortable discussing concerns and communication is effective, to feel well informed about their child's progress and experiences.

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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 are happy, settled and enjoy attending this welcoming nursery. They form warm and trusting relationships with staff, who know them and their families well. As a result, children feel safe and secure and confidently explore the stimulating learning environment.

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

Children benefit from an inclusive curriculum that provides opportunities to access all areas of learning. Staff create engaging experiences that encourage children to develop their communication, social and physical skills. For example, children use their imagination as they embark on a pretend trip to the aquarium, discussing the sea creatures they might find along the way. Children with special educational needs and/or disabilities and those who face other barriers to learning, receive timely and effective support. Staff work closely with parents and professionals to ensure that children's individual needs are understood and met. Adaptations to learning and the use of strategies, such as sensory circuits, help children to regulate their emotions and engage successfully in nursery life.

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

Children develop positive attitudes to learning and are eager to participate in activities. They show curiosity, resilience and increasing independence as they make choices, solve problems and collaborate with their peers. Babies confidently explore their surroundings. Younger children strengthen their fine motor skills through activities, such as manipulating play dough and painting, and older children demonstrate well-developed communication skills as they discuss their feelings, experiences and achievements. Children's physical development is promoted well. They have regular opportunities to build strength, balance and coordination through a variety of indoor and outdoor experiences. Staff also support children to develop healthy lifestyles. Children enjoy nutritious meals, learn about oral hygiene and develop self-care skills through established daily routines.

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

Behaviour is positive. Children are kind and considerate towards one another and respond well to consistent expectations from staff. Well-established routines help children understand what is expected of them throughout the day and contribute to the calm and purposeful atmosphere within the nursery.

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

Parents value the positive partnerships they have with staff and appreciate the regular communication they receive about their children's learning and development. Leaders and staff actively support families to extend learning at home and provide a range of enriching experiences that broaden children's knowledge of the world and contribute positively to their experiences.

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Next steps

Leaders should support staff to strengthen the opportunities for children to be fully involved in self-care and hygiene routines to enable them to become highly independent in readiness for the next stage of their education. Leaders should support staff to develop their understanding of how to embed mathematical learning across daily routines and play experiences, to extend children's mathematical knowledge and skills even further. Leaders should fully embed the opportunities for continued professional development for all staff members to consistently drive improvement across the nursery.

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About this inspection

The inspectors spoke with leaders, staff, the special educational needs coordinator, designated safeguarding lead and parents during the inspection.

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Address:

5/6 Lynwood Way Lickey Birmingham West Midlands B45 8EZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Wendy House (Lynwood) Limited

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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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Age range of children at the time of 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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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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