Smiles Nurseries Ltd

Smiles Nurseries Ltd

Unique reference number (URN): 2523553 Address: Smiles Day Nursery, Rugby House, Hinckley Road, Sapcote, Leicester, Leicestershire, LE9 4FS Type: Childcare on non-domestic premises Registered with Ofsted: 16/05/2019 Registers: EYR, CCR, VCR Registered person: Smiles Nurseries 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 effective progress through the curriculum. Older children are able to hold mature conversations with their friends. When children discover a bird's egg during a walk, they are able to suggest a variety of different types of bird that the egg may have come from. Younger children are able to communicate their needs effectively. They talk about the fruit they eat being juicy and are able to tell staff when they need to go to the toilet. Children who face barriers to their learning are achieving well. All children show that they are ready for the next stage in their education. Those who are about to start school have developed confident communication and language skills. Some children are able to count beyond 20 and can identify which number comes next in a counting sequence. This level of achievement is not yet consistent for all children across the nursery.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to behave well. They develop positive relationships with children. When children occasionally begin to be a little unsettled, staff give them the responsibility of helping with lunch routines. This helps children to refocus and regulate their behaviour. All children understand the expectations staff have for their behaviour. Staff encourage children to say 'please' and 'thank you' when they are given food and drinks. Younger children are beginning to remember to say 'thank you' to staff without prompting. Children play nicely with each other and are kind to their friends. They hold hands as they walk together and giggle as they enjoy the excitement of chasing games.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage children to take turns and to be patient. When children are keen for staff to play with them, staff explain that they must share games with their friends. Generally, children are developing positive attitudes to learning. Older children receive effective interactions from staff to help them to concentrate. However, younger children are not always fully supported to focus their attention.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand their role in supporting all children to attend their early education sessions in order to establish positive routines before starting school.

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Curriculum and teaching Expected standard

Leaders understand the quality of the curriculum and teaching at the nursery. Staff are keen to develop children's learning by using their interests. For example, children delight in playing a game to find numbers and letters using a keyboard. Staff extend children's learning skilfully. When children find counting difficult, staff patiently explain how to move objects one at a time to count them successfully. This teaching is highly effective in helping children to consolidate their mathematical understanding.

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Curriculum and teaching Expected standard

Typically, staff support children's language skills effectively. Staff talk to children about the food they eat and where the vegetables that they enjoy at lunchtime are grown. However, on occasion, interactions from staff can be limited and are not as helpful for children's learning.

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Needs attention

For example, as younger children play, staff mainly supervise them and do not extend children's vocabulary or model language for them.

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Needs attention

Staff support children to learn about the world around them. When children recognise the number 8, staff support them to remember animals that have 8 legs. Staff provide children with lots of opportunities to develop their physical skills. Children show great enjoyment in running across the field as they chase each other. Staff monitor children's progress regularly. They identify any children who may be at risk of delay and adapt their teaching accordingly.

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Inclusion Expected standard

Children's who may have special educational needs and/or disabilities (SEND) are identified promptly and their progress is monitored regularly. Leaders understand that some children need more help with their learning than others. They offer specialist support to the staff team to make changes to their teaching practice where this is needed. This helps all children to make effective progress in their learning.

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Inclusion Expected standard

Leaders take action to ensure that any children who require additional support receive this effectively. Staff undertake training to enable them to support children who need extra help. Leaders understand the importance of using additional funding to support children's development. They monitor the impact of the action they take to ensure gaps in learning are closing. Leaders recognise that other professionals play a vital role in supporting children's development. Staff regularly share information with all those involved in children's care and education. They take advice from specialists and, in general, work effectively with parents, carers and other agencies. This helps to provide coordinated and effective support for children's individual needs. For example, staff adopt teaching strategies suggested by local SEND professionals. This has been particularly effective in supporting children's communication and language development.

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Children's welfare and wellbeing Needs attention

Care practices do not always meet children's needs. Staff have not ensured that they gain and share information about children's sleep routines effectively. As a result, not all babies are settled and comfortable at sleep time.

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Children's welfare and wellbeing Needs attention

Children are building an understanding of their physical development. Staff talk to children about how they need to eat their fruit so that they will grow up big and strong like the characters they watch on television. Children are encouraged to manage their emotions effectively.

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Children's welfare and wellbeing Needs attention

Staff teach children how to stay safe when walking in the community. They check that children are walking on the path, and that they cross the road at the zebra crossing. Staff carry out regular headcounts of children to ensure their safety. All children understand the rules they must follow when they go on trips and outings. Children all enjoy healthy, nutritious meals at the nursery. Staff talk to them about the ingredients in their food to help them to understand what they are eating. Arrangements for children who have dietary requirements are effective in keeping children safe.

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Leadership and governance Needs attention

Leaders have not ensured that all safeguarding and welfare requirements are met. This impacts negatively on the quality of care that is provided for children.

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Leadership and governance Needs attention

Leaders understand the main strengths and areas for development in the nursery. They have taken effective action in response to previously identified weaknesses. Leaders monitor staff wellbeing and provide specialist support for any staff going through difficult times. Staff are appreciative of leaders' support. Leaders carry out weekly catch-up meetings with staff. These help to identify any children or staff who require any additional support. Staff comment that they feel that leaders are approachable and helpful.

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Leadership and governance Needs attention

Leaders are keen to share their expertise in early years research and have plans to further develop the quality of teaching. Staff access professional development opportunities, which help them to reflect on and improve their practice. Leaders are aware of the potential vulnerabilities of children who may be disadvantaged. They make sure that children who may need extra help are prioritised. Parents and carers are generally happy with the care and education provided for their children.

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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 do not always demonstrate that they are happy and settled at the nursery. At times, staff do not communicate with each other effectively. This results in staff not understanding children's individual needs, particularly when children go to sleep. If children become upset at sleep time, staff do not always comfort them promptly.

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

Children are prepared for the next stage in their learning. They make confident progress from their starting points. Babies are learning to communicate with adults and each other. Staff encourage them to wave and begin to say single words. Older children discuss their knowledge of different animals and how they have learned about animals that lay eggs.

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

All children enjoy playing with their friends. Children are encouraged to take turns and to share resources carefully. They enjoy the humour of conversations with staff. Children demonstrate that, generally, they have positive relationships with the adults who care for them.

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

Parents and carers are encouraged to participate in nursery meetings and membership groups. All families are supported to belong to the nursery community. Children enjoy regular opportunities to visit the local library, park and community areas.

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

Children are supported to behave well and to learn the attention skills they will need for future success. They are encouraged to develop their individual personalities and to express themselves confidently. Leaders promote the importance of attendance for all children.

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

Children demonstrate that they feel safe in the care of staff. They are supported to learn about road safety and where to cross the road safely. Children respond well to questions

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Address:

Smiles Day Nursery Rugby House, Hinckley Road, Sapcote Leicester and instructions from staff. They consider their answers carefully and enjoy discussing their learning.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure that the key person arrangements help staff to offer a settled relationship for children and to understand their needs and routines 01/09/2026

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers 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. Leicestershire LE9 4FS Type: Childcare on non-domestic premises

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About this inspection

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

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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