Puzzlez Playschool Ltd

Puzzlez Playschool Ltd

Unique reference number (URN): 2796612 Address: Lt Hand Unit Ongar Surgery, High Street, Ongar, Essex, CM5 9AA Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/2024 Registers: EYR Registered person: Puzzlez Playschool 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 in relation to their starting points. Children are supported to reduce any potential barriers to their learning. As a result, they are prepared for the next stage in their journey, including school.

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Achievement Expected standard

Children's independence is encouraged during activities and routines. This helps to prepare them for future learning and life. For example, children wash their hands and faces independently and help their peers. They pour their own drinks and manage small tasks, such as helping to tidy away toys. Children receive praise for being helpful. This means that children feel pleased about their own achievements.

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Achievement Expected standard

Children enjoy a calm, well-organised space. They can freely access appropriate resources. Children are establishing positive relationships, and this helps them to feel secure. Predictable routines give children the confidence to transition between activities throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

Children know the routines of the setting well. Leaders and staff use familiar cues to support transitions. For example, they use verbal reminders, a bell and a tidy-up song to signify that an activity is coming to an end. This helps children transition smoothly between different parts of the daily routine. They know what to expect and are well prepared for the next activity.

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Behaviour, attitudes and establishing routines Expected standard

Key-person relationships are secure, and staff model kindness and respect, checking in with each other and the children. Children also demonstrate this kindness, with older children helping younger children during self-care routines. Staff typically address any minor challenging behaviour quickly and appropriately, and children typically receive explicit praise to reinforce their positive behaviour and progress.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff follow up any absences with parents. They recognise the importance of encouraging attendance and they make adaptations to support this when needed. Children benefit from attending regularly, and this supports them to feel secure in the setting. Children are making steady progress.

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Children's welfare and wellbeing Expected standard

Leaders foster a positive culture throughout the nursery. Children's mental health and wellbeing are prioritised, and they feel safe and valued. Staff are sensitive to children's individual needs. Children enjoy solid bonds with key persons who know them well. Children typically make steady progress, including children who face barriers to their learning.

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Children's welfare and wellbeing Expected standard

Leaders and staff have created calm, inviting play spaces. There is a variety of age- appropriate resources to support children's learning. The garden is equipped to promote a range of skills. This includes chalks for mark making and larger equipment to climb and balance on. Children can develop their gross and fine motor skills, core muscles and hand– eye coordination.

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Children's welfare and wellbeing Expected standard

Hygiene is of a high standard throughout the nursery. Children are learning about the importance of washing their hands and self-care. This supports children to learn to keep themselves healthy and build positive hygiene habits.

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Curriculum and teaching Expected standard

Leaders and staff plan their teaching to cover all areas of the curriculum. Staff support children to feel safe, secure, stimulated and happy. Babies seek out their key person when they require comfort, while older children choose to play alongside staff members and are proud to show them their achievements.

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Curriculum and teaching Expected standard

Staff assess what children can do through regular observations and have an accurate view about what children need to learn next. At times, staff do not use their interactions with children to fully extend children's abilities and learning as they play. For example, staff do not consistently make opportunities to engage in meaningful conversation, which limits opportunities to extend communication skills.

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Curriculum and teaching Expected standard

Staff provide focused activities to help children develop across each of the areas of learning, including mark making, matching games and stories. They interact warmly with children and use praise and encouragement to support children's engagement in learning. As a result, children actively concentrate and engage with the activities on offer. Staff ensure that they weave in mathematical learning. For example, they count blocks as the children build. However, staff could extend activities to further expand children's knowledge of size, volume and shape.

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Inclusion Expected standard

Leaders have established an inclusive environment where children's individual needs are identified promptly. They put appropriate support in place to reduce barriers to children's learning and wellbeing. Staff know children and their families well. They work closely with parents and carers and seek support from external professionals to assess, plan, implement and review support strategies.

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Inclusion Expected standard

Generally, leaders use additional funding purposefully to broaden children's experiences and support their identified next steps in learning. They regularly review children's progress and work collaboratively with families and external agencies. As a result, all children, including those facing barriers to their learning or development, are welcomed, valued and supported to achieve well.

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Inclusion Expected standard

Staff generally adapt activities so that all children can take part successfully. All children, including those with special educational needs and/or disabilities and those facing other barriers to learning, benefit from a wide range of learning opportunities. This includes experiences such as music and movement, construction, small-world play and outdoor play.

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Leadership and governance Expected standard

Staff morale is high. Leaders create a positive culture where staff feel valued and confident. This helps to create an environment where everyone feels happy and settled. Leaders are mindful of staff workloads. This includes staff study time. Leaders organise routines so that staff have time to complete key tasks.

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Leadership and governance Expected standard

Staff have regular meetings with leaders where they have opportunities to reflect on their practice and discuss any training needs. This helps them to continue to have a positive impact on children's development. Leaders recognise that the nominated individual needs to work more closely with them. This will enable the nominated individual to understand the setting's strengths and areas for improvement and ensure that they work more collaboratively together, thus adapting to the setting's differing needs over time so that they can secure excellence for all children.

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Leadership and governance Expected standard

Positive partnerships with parents are established. Leaders and staff listen appropriately to parents and families. Leaders make appropriate referrals to local professionals. They quickly identify any emerging need or support required for children and families. Leaders have a clear plan for how early years pupil premium will be used for targeted support. This means that all children get appropriate support right from the start. This has a positive impact on children's progress, particularly for those with special educational needs and/or disabilities or those who may face other barriers to learning.

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

Children are warmly welcomed by nurturing staff, ensuring a positive start to the day. They engage confidently in play opportunities and planned activities. Younger children are settled and secure, benefiting from attentive interactions. Older children transition confidently and enjoy opportunities to be independent, for instance when they are washing hands or handing out cutlery at mealtimes. Younger children benefit from the positive role modelling from their older peers. They are well supported by staff who promote opportunities for independence.

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

Children take part in a range of shared experiences, including stories, songs and movement activities. They watch closely, copy actions and join in with familiar routines. Children who speak English as an additional language are supported through visual cues, gestures and consistent routines, helping them to understand and take part alongside others. This approach means that children develop their English language skills ready for school.

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About this setting

Staff know the children well, and they use the children's interests to shape the curriculum on offer. For example, dinosaurs were incorporated into the sand to encourage digging and promote hand–eye coordination and fine motor skills.

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About this setting

Children and families are welcomed and feel supported and listened to. For example, staff swiftly act on any emerging gaps in children's development and put in place individualised support while they await for additional interventions from external agencies.

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About this setting

Children typically behave well and develop positive attitudes to their learning. They understand the nursery's expectations and follow routines confidently. Staff are positive role models who use gentle reminders and praise to support children's self-esteem and confidence. Leaders promote regular attendance and work closely with families to support children's participation. Children benefit from their experiences and make progress from their individual starting points. Specific focus on personal, social and emotional development entwined with all other areas means that children develop the knowledge, skills and confidence needed for their next stage of learning and eventual move to school.

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Next steps

Leaders should strengthen how staff adapt and extend learning experiences to meet children's differing ages, stages of development and learning needs. Leaders should ensure that the curriculum is consistently focused on the specific knowledge and skills children need to learn so that teaching supports their development more precisely. Those with oversight of the setting should work more closely with the leaders to further strengthen practice and continue to improve outcomes for children.

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About this inspection

The inspector spoke with leaders and practitioners 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. Unique reference number (URN): 2796612

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Address:

Lt Hand Unit Ongar Surgery High Street Ongar Essex CM5 9AA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Puzzlez Playschool Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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