Carousel Day Nursery

Carousel Day Nursery

Unique reference number (URN): 2815756 Address: Rear of 10 Bridge Street, Deeping St. James, Peterborough, PE6 8HA Type: Childcare on non-domestic premises Registered with Ofsted: 04/12/2024 Registers: EYR Registered person: Carousel Nursery 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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Behaviour, attitudes and establishing routines Strong standard

Leaders have embedded policies and procedures that not only support children to do the right thing at nursery, but also develop attributes that will help them become respectful and responsible citizens of the community. This includes policies on children's regular attendance and participation. Staff take older children on litter-picking outings, helping children to understand what they can do to look after the world around them. They organise visits to community groups where children can practise using their positive social skills to interact with older generations. Children know the rules of the nursery and can explain what these are and why it is important to follow them. Staff involve children in the creation and design of their outdoor environment, which results in children taking ownership and showing care because of their personal investment.

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Behaviour, attitudes and establishing routines Strong standard

Children from a young age show kindness. Older babies ask, 'Can I help you?' as they pass resources across the table to a friend. Leaders encourage staff and children to take part in charity work so that children can learn how they can help others less fortunate. There is a big focus at the nursery on teaching children about the things that make people unique and different. Through this, staff teach children about acceptance, tolerance and respect. These are desirable characteristics that help to shape children's attitudes towards others and their positive behaviours. Staff provided activities that they know children will enjoy and that will support their overall learning and development. Children show focused engagement, including those who require additional support to sustain their involvement in learning.

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Children's welfare and wellbeing Strong standard

Leaders adopt a flexible approach in helping children transition into the nursery when they first start and adapt their policies accordingly so that children's individual needs are met. For some families, this may include a home visit prior to children's start date so that initial relationships can be built between staff and children. When children start, staff learn their routine from home and mirror this. This is done with particular care and attention in the baby room, where information about children's individual care plans is communicated effectively between the staff team to ensure consistency and a high-quality provision. Staff prioritise children's safety while they sleep and eat. Relationships that foster between staff and children are long-lasting. Parents explain how their children are familiar with their key person and describe the special bond they have. This demonstrates the extent to which these

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Children's welfare and wellbeing Strong standard

Staff plan an abundance of opportunity for children to explore the outside world. Children benefit greatly from engaging in risky play, where they develop an understanding of personal safety. Notably, children who face barriers in their learning or lives outside of the nursery show extensive personal growth as their confidence and independence flourishes, which contributes to their positive mental wellbeing.

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Achievement Expected standard

Children show progression in their communication and language abilities as they move through the nursery. Older babies who are just learning to talk are supported by staff to pronounce hard-to-say words, such as 'helicopter'. Toddlers use their developing skills to support their curiosity for the world around them, asking, 'What's that?', and then repeating the answer to embed their new knowledge. Pre-school children confidently showcase their conversational skills while explaining their love for books. They explain who their favourite character is and recall their reading experiences from home. Children who are showing some gaps in their speech development typically achieve well.

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Achievement Expected standard

Pre-school children show resilience and practise their teamworking abilities, for example, when they move a ladder across the garden and safely use it to climb a tree. These are skills that children will find useful for when they start school, in addition to other important cognitive and emotional skills that children have acquired at this nursery.

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Curriculum and teaching Expected standard

Leaders have designed a well-rounded curriculum that enables children to build on what they know and can do. They plan outings where children access broad and wholesome experiences, such as visits to places of worship and opportunities to become immersed in the local community. The impact of recent developments to the curriculum for mathematics is starting to be seen, with children showing increased confidence when discussing numerical concepts. Leaders' focus on supporting children's personal, social and emotional development is clear. Staff make time each day to find out how children are feeling and to help children express their emotional needs.

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Curriculum and teaching Expected standard

In the most part, staff have age-appropriate expectations for children's learning and development, and their teaching is pitched correctly. Nevertheless, there are some minor inconsistencies seen. Managers have provided staff with the knowledge they need to teach the curriculum, but they do not always monitor the effectiveness of this closely enough to make sure staff are consistently showing their expertise through their practice.

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Curriculum and teaching Expected standard

Staff use assessment accurately to monitor children's development and identify emerging delays in children's learning. However, when delays are noted, staff do not always tailor their teaching precisely enough to target the area of concern.

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Inclusion Expected standard

Leaders have effective systems in place that help staff to identify children who may require additional help to progress in their learning and development. Those in charge of the provision for children with special educational needs and/or disabilities (SEND) fulfil their duties in line with requirements. Leaders make sure relevant and timely referrals are made when specialist input is required to help children who need it. They challenge decisions where needed, showing commitment to their advocacy of children's best interests. Staff implement a graduated approach to supporting children with SEND. However, this individualised curriculum planning is not as evident for children where gaps in development are starting to emerge but there is no clearly defined special educational need and/or disability.

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Inclusion Expected standard

Staff use their training and expertise to support their successful approach to inclusion, such as using effective ways to manage sensitive discussions with parents about their children's learning and development. Leaders use additional funding wisely and demonstrate what impact this is having, with a particular focus on promoting children's communication and language development and their personal, social and emotional development. Staff work hard to create a fully inclusive nursery, which includes educating children and their families about the similarities and differences that people share and a celebration of individual uniqueness.

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Leadership and governance Expected standard

Leaders form strong and professional relationships with parents. Parents state how they feel well informed about their children's care and learning. Leaders share relevant information with parents to promote children's care and learning at home, such as information on safe sleeping in the heat. They use their training to help maintain their interactions with parents, for example how to manage sensitive conversations successfully.

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Leadership and governance Expected standard

Professional development and expertise opportunities for staff are regular and relevant. Staff feel well supported in their roles and relish the training investment they receive from leaders. However, in some instances, leaders do not monitor the impact of training closely enough to make sure this is having the desired impact on staff practice. As a result, the coaching and mentoring that leaders give staff is sometimes not as effective as it could be.

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Leadership and governance Expected standard

Leaders have nominated a wellbeing lead who advocates on behalf of staff and champions initiatives that support staff's positive mental health. Staff have access to an app that they can use to communicate their feelings each day. This helps leaders identify staff who may need some extra support. Leaders have taken recent action to review and amend some risk assessments across the nursery to ensure children's good health and safety.

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

Children receive high-quality care. Their individual needs are known to staff, who tailor the provision accordingly. Babies safely enjoy rest and daytime naps at a time that mirrors their routines at home. Children are well supervised while eating the foods provided from home, with staff giving parents suggestions on healthy alternatives they can offer in their children's lunch boxes.

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

Children happily participate in activities alongside their peers. Toddlers are supported by staff to share an amount of play dough. Through this, they start to learn basic mathematical concepts, such as division. Toddlers are tasked to roll balls out of the dough, which encourages the small-muscle development in their fingers. Pre-school-age children practise using tools safely during their play dough activities. They are shown by staff how to pass a pretend knife so that it minimises risk, and with prompts they demonstrate this skill. Children who require additional support with their learning and development learn to express their needs and wants. Staff use picture cards to help this communication. Children who struggle to communicate show how they can successfully ask for help, for example to remove the sticky dough from their fingers. Staff's quick response to this request promotes these children's emotional wellbeing and trust in others.

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

Children enjoy their time at this nursery. They participate in activities themed around their interests and favourite books. Staff know what children do outside of the nursery and build on this. For example, they extend toddlers' love for animals. Children take pride in their achievements. Pre-school children are especially keen to talk about the mud slide they have created in forest school. Toddlers ask for their drawings to be displayed, which staff willingly do.

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Next steps

Leaders should review the impact of training on staff's practice, identify any gaps in learning or areas where further clarification is needed, and use this to inform their coaching and mentoring of staff. Leaders should tailor the curriculum more precisely to target specific areas of children's learning and development when delays start to emerge.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs 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.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Address:

Rear of 10 Bridge Street Deeping St. James Peterborough PE6 8HA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Carousel Nursery 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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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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