Mini Merrys Private Day Nursery

Mini Merrys Private Day Nursery

Unique reference number (URN): 2774104 Address: Mini Merrys, 37 Hepscott Drive, Whitley Bay, NE25 9XJ Type: Childcare on non-domestic premises Registered with Ofsted: 01/02/2024 Registers: EYR Registered person: Mini Merrys LTD

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children are curious and excited about learning. They actively explore the learning environments, both indoors and outdoors, and confidently talk about what they are doing and what they notice. They seek out adults and ask questions, request resources and offer suggestions about activities and experiences to help them clarify their thinking and understanding.

p.2

Achievement Strong standard

Children develop problem-solving skills through everyday routines, such as sharing out tools during activities so everyone has what they need. They become increasingly independent and feel a sense of pride in their achievements. For example, younger children are supported and encouraged to crawl and then walk independently to seek the resources they want, and older children are supported to independently kick, throw and use rackets with balls. This helps children develop secure physical skills.

p.2

Achievement Strong standard

Children concentrate for increasing amounts of time and build their resilience when facing a challenge. For example, when using masking tape to create a picture, children are determined to find the end of the tape and then practise using scissors to cut the tape at the right length they need.

p.2

Achievement Strong standard

All children leave the setting ready for the next stage of their education, including those children with special educational needs and/or disabilities and those with other barriers to their learning and/or wellbeing.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders create a warm and friendly 'family' atmosphere across the whole setting. This helps children and families to feel valued and included. Leaders and parents value the positive relationships between the setting and their families. They recognise how this helps staff to support children.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff act as role models and treat children with kindness and respect. Children consistently behave well because staff have very high expectations of their behaviour.

p.2

Behaviour, attitudes and establishing routines Strong standard

Routines are established and give children the confidence to explore the environment. Staff ensure that all children have the support they need to develop their independence and thinking skills, particularly those children with special educational needs and/or disabilities and other barriers to their learning and/or wellbeing. Children have consistently positive attitudes and are excited to learn new things.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children build positive relationships with staff and get on well with their friends. They enjoy playing games together, where they share and take turns. This helps them to develop skills in negotiating and communicating. Staff praise and encourage children's efforts, which supports them to develop secure personal, social and emotional skills. Leaders have a secure understanding of their responsibilities and they monitor attendance closely. They work proactively with families to support attendance.

p.2

Curriculum and teaching Strong standard

The curriculum at this nursery is exciting, and staff are highly effective at ensuring that learning opportunities are based on children's interests. They consistently support children to explore themes that excite them, and this helps children to develop a sense of belonging and an understanding of themselves and the world around them. Staff help children to celebrate what makes each of them unique.

p.3

Curriculum and teaching Strong standard

Leaders ensure that communication and language is a central part of the curriculum, and staff consistently demonstrate a clear focus on developing children's language skills by modelling the use of vocabulary and encouraging children to repeat and use this in their play. Children of all ages enjoy stories, books and songs as part of their everyday routine. Staff understand the developmental stages of all children and adapt their communication and responses to meet individual needs, particularly for those children with special educational needs and/or disabilities and those with other barriers to their learning and/or wellbeing.

p.3

Curriculum and teaching Strong standard

Staff plan mathematical learning systematically to ensure children have secure knowledge and understanding, and it is also embedded into the daily routine. Younger children hear and are encouraged to use mathematics vocabulary as they explore the climbing frame, such as up, down and through. Older children help staff to prepare and count snack to make sure that everyone has the same amount. Staff encourage and support children to develop their problem-solving and independence skills through the everyday routines.

p.3

Curriculum and teaching Strong standard

Children have daily access to the large outdoor learning environment, and they engage in a wide range of activities to support and strengthen their physical skills, such as digging and planting seeds in the garden, learning how to use a ball and racket to play tennis, throwing and kicking balls, and using large-scale mark-making tools such as brushes and chalks.

p.3

Inclusion Strong standard

Leaders create a highly inclusive culture in the setting, where all children are fully involved and access the full range of experiences. Leaders swiftly identify children's emerging needs and take decisive steps to implement targeted strategies. Robust assessments, individual plans and ongoing observations ensure that progress is tracked effectively. Staff review plans regularly in response to the progress children make. They adapt approaches quickly to maximise learning.

p.3

Inclusion Strong standard

Leaders work closely with parents and outside agencies to ensure a collaborative approach to supporting children, proactively seeking out specialist advice appropriately. Leaders ensure staff have access to training, which helps them support children's individual needs. For example, staff effectively apply their learning from recent training in using 'objects of reference' to support understanding and communication and language skills for those children with special educational needs and/or disabilities (SEND).

p.3

Expected standard

Staff have a thorough understanding of child development, and they also know children extremely well. They combine this knowledge to effectively adapt their teaching to meet children's needs in the moment and ensure that learning is based on children's interests. As a result, all children, particularly those with SEND and those who face other barriers to their learning and/or wellbeing, have a very positive attitude to learning and their progress is sustained over time.

p.4

Children's welfare and wellbeing Expected standard

Leaders prioritise creating positive relationships with children and their families. Children are happy when they attend the setting, and all staff know children well. They quickly establish attentive and supportive relationships with their key person. This means that children feel safe and secure.

p.4

Children's welfare and wellbeing Expected standard

Staff use robust information gathering systems. This enables them to gather all the information they need to care for individual children. In addition, this helps them to meet the care needs of children, including sleeping, weaning and managing personal needs. While practices relating specifically to mealtimes are generally positive across the setting, leaders have not sufficiently evaluated some mealtime routines. This means that staff do not always adapt practice quickly enough to support some children as they transition into a new room.

p.4

Children's welfare and wellbeing Expected standard

Staff consistently model kindness and cooperation. As a result, children learn to get along well with each other. Staff skilfully use characters from well-loved stories to support children to develop their knowledge and understanding of emotions. Staff talk about emotions and ensure that children have the vocabulary to name them. They have strategies to help children manage their own feelings, particularly for those children with other barriers to their learning and/or wellbeing.

p.4

Children's welfare and wellbeing Expected standard

Children enjoy healthy, nutritious meals and develop a secure understanding of a balanced diet. They talk about the healthy vegetables they have grown in the garden and enjoy eating the produce. Children talk about their favourite recipes, and the setting shares these recipes for families to use at home.

p.4

Leadership and governance Expected standard

Leaders have an appropriate understanding of the context of the setting, and they use this information to ensure that the curriculum is based on the needs of the children and celebrates the uniqueness of the local area. They have established suitable arrangements for children's daily routines and transitions. However, they do not precisely identify where these practices need to be further strengthened. For example, leaders do not ensure that mealtimes are consistently high-quality experiences where children are fully engaged and that children are better prepared when transitioning into an older age-group room.

p.4

Leadership and governance Expected standard

Leaders ensure that staff access appropriate training to meet the needs of the children. For example, staff use their recent training in sensory circuits to support children with special educational needs and/or disabilities (SEND) to regulate their emotions. Staff also use training in 'objects of reference' to support children with SEND to develop their understanding and communication skills. Leaders use funding effectively to support the individual needs of children, for example, purchasing specific resources, staff training and facilitating focused one-to-one support.

p.4

Leadership and governance Expected standard

Staff recognise the support they receive from leaders and feel appreciated and valued. Leaders are mindful of workload and work with staff to effectively manage this and positively support wellbeing.

p.5

Leadership and governance Expected standard

Leaders are firmly committed to fostering close, positive relationships with parents, and this supports the collaborative approach when meeting children's individual needs. Leaders are proactive in seeking support appropriately and engage well with other professionals.

p.5

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

Children feel safe and secure when they arrive at the setting. They are confident and excited to learn. They form meaningful attachments with familiar adults and respond positively to nurturing interactions. Children seek and receive reassurance and kindness from their key person, and this relationship enables all children, including those with special educational needs and/or disabilities (SEND) and those with other barriers to their learning and/or wellbeing, to explore the environment with confidence, engage in learning and make progress.

p.5

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

Children lead the learning and enjoy a range of rich and purposeful experiences throughout the day. They share their ideas, and adults ensure that learning experiences reflect the interests of children. Children explore the indoor and outdoor environments confidently and with curiosity. They independently organise the resources they need to support their learning. As a result, they develop resilience and problem-solving skills. Children become skilful communicators and use a wide range of vocabulary in their play.

p.5

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

Children's behaviour is extremely positive and they treat each other with kindness and respect, developing their self-esteem. They learn from each other, with older children supporting their younger peers to share and take turns and understand routines. Staff support and encourage children to safely manage risks, work cooperatively and understand expectations.

p.5

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

Staff help children to become active, independent learners. For example, children talk about attending local events such as festivals, and staff then recreate this within the setting to

p.5

Address:

Mini Merrys 37 Hepscott Drive Whitley Bay NE25 9XJ

p.6

Address:

Type: Childcare on non-domestic premises further embed learning and skills. Children independently access the resources they need and take pride in helping to tidy up when they have finished, building their sense of responsibility and confidence. Children are encouraged and supported to manage hygiene needs independently and build a positive attitude to learning.

p.6

Address:

All children, including those with SEND and those with other barriers to their learning and/or wellbeing, are fully included and feel a deep sense of belonging. All children make impressive progress and are well prepared for their next stage of learning.

p.6

Next steps

Leaders should review routines, specifically mealtimes, to ensure they are consistently effective, particularly as children transition into new rooms. Leaders should support all staff to develop the skills and confidence to quickly adapt their practice during mealtime routines, specifically supporting children as they transition into a new room.

p.6

About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children and parents during the inspection.

p.6

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. Registration date: 01/02/2024

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8