Pixieland Saltash

Pixieland Saltash

Unique reference number (URN): EY319269 Address: Long Park Road, Saltash, Cornwall, PL12 4AQ Type: Childcare on non-domestic premises Registered with Ofsted: 28/12/2005 Registers: EYR, CCR, VCR Registered person: Pixieland (Saltash) 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

Children make progress from their starting points, including those who have special educational needs and/or disabilities or who are disadvantaged. For example, children receive targeted support for speech and language. As a result, they catch up and are now working at age-related expectations.

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Achievement Expected standard

Children develop positive attitudes to learning. Children keep trying when something is difficult and are proud to share what they have done with others. For example, children proudly show staff a drawing of their family. After receiving praise and encouragement, children happily share these with others. Children develop confidence, resilience and problem-solving skills as they learn to keep trying when tasks are challenging. For example, staff support a group of pre-school children to find the correct size building brick. They encourage them to keep trying when fitting pieces together became difficult.

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Achievement Expected standard

Typically, children develop the basic skills they need for future learning. However, the curriculum for children's communication and language, personal, social and emotional development, and physical development is not implemented consistently by all staff. As a result, younger children are not always as well prepared as they could be for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour and attitudes to learning across the nursery. They are happy, settled and confident and follow routines well. Children play cooperatively, share resources and respond positively to staff support. For example, when there are not enough buckets at the water tray, children work together to find more, developing their problem- solving skills, independence and positive relationships.

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Behaviour, attitudes and establishing routines Expected standard

Staff use praise effectively and occasionally reminded children about the golden rules. Routines, such as countdowns and warnings before tidy-up time and lunch are occasionally used. This helps some children understand what is happening next. Children develop relationships with staff and seek them out for comfort, reassurance and encouragement. For example, children who are new to the nursery are comforted with cuddles and reassurance. This helps them begin to settle and feel secure.

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Behaviour, attitudes and establishing routines Expected standard

Staff do not consistently involve quieter children in group activities. As a result, opportunities to extend their language and engagement are sometimes missed. Leaders monitor children's attendance and work with families to promote regular attendance. They provide leadership that supports positive behaviour and attitudes. For example, leaders provide training to help staff support children's behaviour and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders ensure staff typically meet children's welfare and wellbeing. Children seek comfort and reassurance from trusted adults and are confident to approach staff for support when needed. Staff understand children's individual circumstances and provide additional support where needed. Older children delight in the praise that they receive from staff and beam with pride when they achieve things.

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Children's welfare and wellbeing Expected standard

Children develop independence through self-care routines. For example, younger children feed themselves and are supported to wash their hands before meals. Older children manage their toileting needs independently. Safer sleep arrangements are well understood by staff. For example, staff place babies in cots on their backs and carry out and recorded regular checks on sleeping children. Staff confidently explain how they manage first aid, record accidents and existing injuries, and share this information with families. Dietary needs are clearly identified and communicated to relevant staff to help keep children safe.

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Children's welfare and wellbeing Expected standard

However, younger children wait too long between finishing their main meal and receiving pudding. In addition, staff do not consistently use communication aids during nappy changing routines. As a result, children's needs were met, but practice is not consistently embedded in promoting their wellbeing.

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Curriculum and teaching Expected standard

Leaders have developed a well-planned inclusive curriculum that helps children build knowledge and skills. Staff generally understand and implement the curriculum effectively. The curriculum ensures that all children, including those who may need additional support, can access the full range of learning opportunities. Staff use assessment appropriately to quickly identify when children might be at risk of falling behind. Leaders take effective action to help close any gaps, in partnership with parents and other professionals

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Curriculum and teaching Expected standard

Staff generally support language development by talking to children during their play. For example, some staff use words, such as 'pour', 'fast' and animal names while children explore water and drawing activities. Children are happy and engaged. However, some staff are less confident, which means opportunities to extend children's language and thinking are sometimes missed.

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Curriculum and teaching Expected standard

Staff use play to develop children's early mathematical skills. For example, children learn words such as 'full', 'empty', 'heavy' and 'light' while playing with water. Staff encourage children to solve simple problems and praise their achievements. As a result, children are confident, engaged and develop independence. Older children take part in activities that develop memory, communication and thinking skills. For example, they recall objects hidden under a blanket and use phonics to describe the missing objects. Staff also help children learn about feelings, friendships and positive behaviour. These skills help prepare them for school.

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Curriculum and teaching Expected standard

Staff know children well and support their learning effectively. However, the curriculum for children's communication and language, personal, social and emotional development, and physical development is not yet delivered consistently by all staff. As a result, children make good progress from their starting points, but some children do not get the most from all learning opportunities.

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Inclusion Expected standard

Leaders identify children's needs early. Staff carry out checkpoint assessments. They use this knowledge to explore potential barriers to learning and take suitable action. For example, they create individual support plans with clear targets and review these regularly to help children make progress.

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Inclusion Expected standard

Leaders work closely with parents and carers and other professionals to provide further support. For example, they attend team-around-the-child meetings and work with external agencies to make sure children with special educational needs and/or disabilities receive the support they need. Leaders provide training to help staff develop their skills in supporting children's communication and language. However, leaders recognise that communication strategies, including visual supports, are not yet used consistently in all rooms. Which can affect children's understanding, participation, and ability to express themselves effectively.

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Inclusion Expected standard

Leaders make effective use of additional funding to support children who experience disadvantage. For example, some staff attended training to help support children's behaviour. Children who are known or previously known to children's social care are supported through partnership working with families and external agencies. As a result, children are welcomed, safe, valued and included. Leaders monitor children's progress and attendance closely and take swift action if their support needs to change.

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Leadership and governance Expected standard

Leaders have a clear understanding of the nursery's strengths and areas for improvement. They regularly reflect on practice and identify actions to improve outcomes for children. For example, leaders have been working with staff to support children to manage their behaviour and emotions.

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Leadership and governance Expected standard

Leaders have systems in place to ensure the nursery runs safely and effectively. They understand how to keep children safe, including following safeguarding, safer sleep and first-aid procedures. Leaders work with other professionals to support children with additional needs and ensure staff understand children's individual circumstances.

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Leadership and governance Expected standard

Leaders support staff's wellbeing and provide opportunities for professional development. Staff access training. For example, training on emotional regulation helped staff introduce calm spaces and emotional support strategies for children who need help managing their feelings. Leaders identify gaps in practice and provide guidance and support. However, professional learning has not yet resulted in consistent practice across the setting.

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Leadership and governance Expected standard

Leaders work closely with families to understand children's routines, wellbeing and development needs. Parents and carers value the support staff provide to help their child feel safe, build positive relationships and develop the skills they need. In addition, they praise the support given to children with eating difficulties. As a result, families have confidence that children are safe, happy and well supported.

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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 confident learners who enjoy their time at nursery. Children benefit from caring relationships with staff who know them well and respond to their individual needs. Children seek adults out for comfort and encouragement. Demonstrating that they feel safe, secure and valued. For example, children happily hold staff members' hands for reassurance during activities. While new children receive cuddles, comfort and support as they settle in to nursery life.

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

Children develop a sense of belonging. They are included, listened to and supported to build positive relationships. Children play cooperatively with their friends, share resources and learn to take turns. Children are encouraged to recognise and talk about their feelings through discussions and the use of calming spaces. For example, children confidently identify emotions using feelings resources. They independently access calm areas when they need time to regulate their emotions. Children are supported to develop trusting relationships with adults and peers.

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

Children enjoy a broad curriculum that supports learning across all areas of the early years foundation stage. Children investigate bugs outdoors, build tall towers with construction materials, engage in imaginative role play and creative activities. Children develop language skills as staff model vocabulary, such as 'heavy', 'light' and 'balance' during play. Children learn early mathematical concepts through counting games and practical experiences. For example, children recall hidden objects during group games and use mathematical language while problem-solving with ramps and construction resources.

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

Children who need additional support are identified early and receive help that is tailored to their needs. Children with special educational needs and/or disabilities learn alongside their peers and participate fully in nursery life. Children are safeguarded effectively, attend regularly and have their individual needs met. Children are developing the knowledge, skills and confidence needed for their next stage of learning, including school.

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Next steps

Leaders should ensure that all staff consistently use effective teaching strategies to support younger children's communication and language, personal, social and emotional development, and physical development. Leaders should ensure the consistent use of communication strategies and visual supports so that all children can communicate effectively and engage fully in their learning.

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About this inspection

The inspector spoke with leaders, staff 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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Address:

Long Park Road Saltash Cornwall PL12 4AQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Pixieland (Saltash) Limited

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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

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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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