Nannie Annies Day Care

Nannie Annies Day Care

Unique reference number (URN): 2508645 Address: 508 High Road, Woodford Green, Essex, IG8 0PN Type: Childcare on non-domestic premises Registered with Ofsted: 10/01/2019 Registers: EYR, CCR, VCR Registered person: Nannie Annies Day Care 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

Children are motivated, happy and learn in a secure and vibrant environment. Staff consistently encourage all children to recognise when their behaviour is not acceptable and to understand why it is important to respect rules and behave kindly towards their friends. For example, during circle time, children demonstrate sharing as they take turns to select props while listening to a story. Staff are positive role models and have secure relationships with children. They consider children's age and stage of development, as well as individual needs, when interacting with them and teaching them about nursery rules. For instance, staff use discussions to help children understand expectations.

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Behaviour, attitudes and establishing routines Strong standard

Leaders remind parents of the importance of attendance and punctuality so that children make the most of their learning opportunities. Staff implement consistent key-person strategies and ensure transitions across the nursery are well planned, which supports children's ongoing learning. Children are well prepared for their next stage of learning and transition to school. They follow routines well, support one another, clear away their plates, and help staff. Staff consistently communicate and work in partnership with parents, sharing how they support children's behaviour. This helps parents to be actively involved in their child's emotional development.

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Children's welfare and wellbeing Strong standard

Leaders ensure that they consistently meet all children's welfare and wellbeing needs. They support all children, including those who experience disadvantage, children with special educational needs and/or disabilities, children who are known or have previously been known to children's social care, and those who face barriers to learning and/or wellbeing. Staff know the children well and consistently work in partnership with parents to help children settle and feel secure at the nursery. They gather information about children's individual needs before they start, which enables staff to provide consistent care and attention.

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Children's welfare and wellbeing Strong standard

Staff remind children about safety when they take walks in the local community. Children learn about road safety and the wider world. Staff provide healthy and nutritious meals, which supports children to develop an understanding of the importance of healthy lifestyles. Children are helped to understand their emotions. For example, staff read books that support children to recognise and understand feelings and what they mean. This supports children's emotional wellbeing. Staff ensure that children are kept safe while they rest. For instance, close supervision ensures that children's care and individual needs are met effectively. Children enjoy outdoor play as they run, jump, and ride wheeled toys. They learn to move with speed and in different directions.

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Leadership and governance Strong standard

Leaders consistently monitor their strengths and take responsibility for making improvements. For example, they work with staff to develop professional practice, which

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Expected standard

supports improvements in children's learning and development. Leaders follow safer recruitment procedures to ensure that staff are suitable to work with children. Staff are consistently deployed effectively to ensure high-quality care for all children.

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Expected standard

Leaders make decisions that are in the best interests of children, particularly those who are disadvantaged, those with special educational needs and/or disabilities, those who are known or previously known to children's social care, and those who face other barriers to learning and/or wellbeing. For example, leaders ensure a high level of observation when children start at the setting to identify any gaps in their learning promptly.

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Expected standard

Leaders actively support staff wellbeing by offering wellbeing breaks twice a day, enabling staff to leave the setting and walk outside in the fresh air to support their health. Staff also undertake regular training opportunities to further develop their practice and enhance the support they provide for children. Staff work consistently well with parents, for example by sharing children's achievements and plans for next steps in learning. Staff offer parents a range of constructive ways to support their child's learning at home, further promoting their development. Parents form part of a parent committee, which helps them be fully involved and part of their child's learning.

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Achievement Expected standard

Overall, leaders take appropriate action to reduce barriers that children face in relation to their learning and/or wellbeing through ongoing observations and assessments of their age and stage of development. Younger babies play with increasing confidence, both independently and alongside other children. Older children confidently select and use activities and resources independently. Leaders understand how to use any additional funding, when received, to further support children's learning. Leaders also know how to support the progress of children who are known, or have previously been known, to children's social care. Children carry out age-appropriate tasks, such as tidying away resources and pouring their own drinks. Children increasingly follow rules and understand why they are important. They listen and respond to staff. Young babies eat finger food and develop likes and dislikes. They pass toys from one hand to the other, such as books, and

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Achievement Expected standard

enjoy exploring different materials and tools.

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Curriculum and teaching Expected standard

Leaders design an effective curriculum that typically supports children to make secure progress in their learning. Staff engage well with children to support their communication and language development. Babies enjoy singing and music and join in with French songs, moving in time to the music. Staff help toddlers and young children to focus their attention by using their names. Staff generally support children's understanding of mathematical awareness. However, they do not always use interactions consistently to consolidate everyday mathematical thinking. Staff generally support children to learn and develop. However, some staff are still developing their ability to support one another and build stronger professional relationships, in order to better support children's progress. Staff prioritise children's physical, personal, social and emotional development. For example, staff support babies to settle into the nursery and place a high priority on the key-

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Curriculum and teaching Expected standard

person role to develop appropriate nurturing and secure relationships with babies and children. Staff are positive and show genuine interest in babies as they develop confidence in trying new experiences, such as creative messy play, and they enjoy trips out into the local area. Staff adapt teaching appropriately for disadvantaged children, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and/or those who face other barriers to learning and/or wellbeing. For example, staff follow targeted strategies to engage and stimulate children's learning further.

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Inclusion Expected standard

Staff support children with special educational needs and/or disabilities (SEND) effectively. They understand the importance of early identification and intervention. For example, staff observe and monitor children from the point they start at the nursery, which helps to identify any gaps in learning and development promptly. Staff typically work closely with parents and other agencies to identify needs and offer appropriate support when required. They undertake SEND training to further develop their expertise and enhance the support they provide. The setting understands how to use additional funding effectively to help prepare children for their next stage of learning and school. The setting offers additional support to help parents. For example, it offers workshops and support sessions for parents, alongside ongoing discussions with local authority specialists. This ensures that learning is adapted to

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Inclusion Expected standard

meet the needs of all children, including those who may be known to children's social care.

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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 eager to enter the setting when they are greeted by warm and friendly staff. Children make secure progress from their starting points and are well prepared for their move on to school. Staff support children to become confident and independent. For example, children self-select resources and make their own choices. Staff provide babies and toddlers with many opportunities to feed themselves and encourage them to dress and undress independently. Children are supported to help with carrying, pouring drinks, cleaning and sorting. Staff are skilled in supporting children with barriers to learning and/or wellbeing, including those with special educational needs and/or disabilities, and those known, or previously known, to children's social care. Staff ensure that parents understand the importance of children's attendance.

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

Children form secure relationships with each other and build friendships as they transition through the playrooms. Children enjoy listening to stories during circle time, which supports the development of their communication and language skills. For example, staff encourage storytelling and discussions about characters. Children learn how to complete puzzles together, recognising different body parts. This supports the development of their fine motor skills, hand–eye coordination and problem-solving abilities. Staff sing songs with young babies as they prepare for snacks, which helps to support children's language development and creates a calm and harmonious environment. Older children enjoy the scientific activity of ice melting and watch in awe as the ice melts when they add salt. This helps support their learning and understanding of the world. Children learn about melting and scientific prediction while also developing their communication and motor skills. Children learn about

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

hygiene as they are encouraged to wash their hands before and after eating. Staff support children to manage their own care needs, which helps them to gain the skills they need for school.

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Address:

508 High Road Woodford Green Essex IG8 0PN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Nannie Annies Day Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Leaders should strengthen staff interactions with children to fully extend children's mathematical learning. Leaders should continue to support all staff to build relationships with each other in order to strengthen team cohesion.

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About this inspection

The inspector spoke with leaders, staff, parents 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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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. 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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