Little Monkeys at The Old Cottage

Little Monkeys at The Old Cottage

Unique reference number (URN): 2785746 Address: The Old Cottage, 14 West Street, Ringwood, Hampshire, BH24 1DZ Type: Childcare on non-domestic premises Registered with Ofsted: 10/04/2024 Registers: EYR, CCR Registered person: Little Monkey Minders 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

Toddlers show a positive attitude to learning as they develop their gross motor skills in the outside area. They make choices from the range of activities on offer and enjoy repeating the activities to further strengthen their newfound skills. For example, toddlers who have just started to walk have the confidence to attempt the climbing frame, and navigate their way back down to the ground under staff guidance. Once down, they want to do it again, and again.

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Achievement Expected standard

Older children fully engage in the activities and learn new skills. For example, they use scissors to cut out pictures of different areas from a bear hunt story. They use their knowledge of the story to rearrange the pictures into the correct sequence, and then confidently show their finished pictures to staff, who praise them on their accomplishments. Older children play well together. They communicate well and show respect for one another as they share the resources. This helps to prepare them for the next stage in their learning as they transition to school.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations, and children generally behave well. All children, including those who face barriers to their learning, feel respected and valued in the inclusive environment. Staff are positive role models and form secure relationships with their key children. This helps to reinforce children's sense of belonging. Leaders work with families to support punctuality and attendance. They promptly follow up any absences to help ensure children's continued safety and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes and fully engage in activities. They follow simple instructions. Even the youngest children understand the routine and know what comes next as they put their shoes on to venture outside. Children are becoming increasingly independent and able to communicate, for example when they need to use the toilet. They know to wash their hands after using the toilet and before mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

Staff regularly praise children and compliment them on their achievements. Children show positive attitudes to learning. They play well together, negotiating and taking turns in the role-play area, confidently talking about the 'pizza' and 'melon' as they share their 'food'.

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Children's welfare and wellbeing Expected standard

Leaders and staff effectively support children's wellbeing. Since the last inspection, staff working with babies have undertaken training to specifically support this area of their work. This has had a positive impact on the provision, as staff now offer developmentally appropriate activities and opportunities for the youngest children. Staff are sensitive to children's care needs. Nappy-changing is a calm, personal experience, and staff talk to babies and toddlers throughout the routine. Staff typically embed hygiene practices well, and children understand the need to wash their hands before snack time and after using the toilet. Staff sing with children to encourage them to wash their hands thoroughly. Mealtimes are a social experience and staff sit with children during these times, chatting about what they have been doing.

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Children's welfare and wellbeing Expected standard

Staff understand that children need access to fresh air and exercise and plan a range of activities outside. They apply sun cream to protect children and keep them safe. Staff sensitively remind children about their personal safety, for example when toddlers attempt to stand on the slide, instead of sitting down. Staff also provide guidance and assistance to older children to ensure they handle scissors safely.

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Children's welfare and wellbeing Expected standard

All children, including those who face barriers to their learning, form secure attachments with their key persons. Staff know their children well and have positive relationships with them. This helps to promote children's wellbeing and sense of belonging.

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Curriculum and teaching Expected standard

Since the last inspection, leaders and staff have worked actively with the local authority to develop their inclusive curriculum. They generally understand children's individual needs and areas for development. Staff now typically use observations and assessments effectively to target individual children's learning and identify appropriate next steps. However, on occasion, the curriculum delivery is not as consistently embedded across the nursery as it could be. Staff do not always use effective questioning skills to encourage older children to think for themselves, or problem-solve. In addition, staff do not always provide opportunities for children to be creative as they transition through the nursery. This does not consistently extend their learning and development at all times.

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Curriculum and teaching Expected standard

Staff know the babies and toddlers well. They use their knowledge of the children and observations and assessments to plan activities that support children's development. For example, some of the younger children have just learned to walk, so staff provide opportunities to encourage them to further develop their gross and fine motor skills with painting, sand play and climbing activities. Staff offer choices for children that encourage their independence and confidence, as they choose to make marks with the paint or play with the balls.

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Curriculum and teaching Expected standard

Staff typically place a clear focus on communication and language skills. They read to the children enthusiastically and animatedly. Older children excitedly join in with the actions to a story about a bear. Children demonstrate their familiarity with the book as they confidently predict what will happen next.

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Inclusion Expected standard

Since the last inspection, leaders have introduced a new assessment process to monitor children's development. This helps to ensure that all children progress well from their starting points. Leaders ensure that the nursery is inclusive and value each child's individuality. They gather key information from parents when children start. Staff form warm, caring relationships with their key children, which helps children feel safe and secure. They develop secure relationships with families to reduce barriers to learning and wellbeing. Disadvantaged children and those known to children's social care receive effective support. Staff undertake training to ensure that they have the knowledge and skills to support all children. They swiftly identify children who need additional support and work effectively with other agencies to implement targets. This helps to ensure that all children make steady progress from their starting points. Staff understand children's individual needs and provide

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Inclusion Expected standard

sensitive interactions that help them to feel secure.

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Inclusion Expected standard

Staff use their knowledge of children's individual circumstances to provide new experiences and opportunities. Regular access to the outside area builds on children's independence and physical development. Leaders and staff work in partnership with local schools to support smooth transitions to reception classes.

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Leadership and governance Expected standard

Since the last inspection, leaders and staff have received support from the local authority to improve their practice. They have now introduced a curriculum that is designed with children in mind. Leaders and staff have developed and implemented simple assessment procedures. This has had a positive impact on the nursery, and staff talk confidently about the changes. Leaders and staff use assessments to identify any concerns regarding children's development and wellbeing. This information enables them to access additional help and ensure children get the support they need in a timely manner. Staff work with partner agencies and use this information to set children's next steps and input them into individual education plans.

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Leadership and governance Expected standard

Leaders work effectively with local schools. Staff go with children to visit their new classrooms, and teachers visit the children in the nursery. This partnership arrangement helps to support children's transitions to the next stages of their education. Staff report that their workload is manageable. They value the time they have during their supervision sessions to discuss their own wellbeing, professional development and how to further support their key children.

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Leadership and governance Expected standard

Leaders work in partnership with parents to ensure that they access the full entitlement for their children. They use funding effectively and purchase additional resources to support children's individual needs. For example, they have recently enhanced the outside area with tyres and planks as they recognise the importance of physical development, fresh air and exercise. Parents speak incredibly highly of the care and support they receive for their children. They talk about the nursery being a 'home-from-home' experience and being an extension of their own family. Parents value the ideas and help they receive to continue to support their children's learning and development at home. This joined-up approach helps to enable children's continued growth.

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

Children typically arrive happy and ready to learn, and immediately join in with activities. They separate from their parents and carers with ease, demonstrating that they feel safe and secure in the nursery.

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

Children experience a carefully planned and individualised start to nursery. Their needs, interests and family circumstances are considered from the outset, helping them to feel safe, secure and valued. Settling-in sessions are tailored to their individual needs, enabling children to develop a sense of belonging and secure attachments. Children benefit from the information shared by their families, including details about their interests, home circumstances and any additional support they may receive.

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

Toddlers develop secure friendships and say 'hold hands' as they walk through the door to the garden area. They are confident to explore the secure space, but also come back to staff for reassuring cuddles. Toddlers understand the routine and follow simple instructions, such as by sitting down for mealtimes. Once seated, they competently feed themselves, showing dexterity as they use their spoons to eat their yoghurts.

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

Younger children typically develop their physical skills as they competently balance on the planks during an obstacle course activity. They persevere if they take a tumble, getting back up and trying again. Children demonstrate an understanding of the need to put out their arms to help them balance and feel safe.

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Address:

The Old Cottage 14 West Street Ringwood Hampshire BH24 1DZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 10/04/2024 Older children are confident and articulate. They enjoy water play and excitedly share that they are creating a 'whirlpool' as they swish the water around. Children enjoy pressing lemon and orange slices with a potato masher, showing their strength as they squeeze harder to press the fruit down. This activity helps to develop their fine motor skills. Children also share that they like to do 'experiments', demonstrating their growing vocabulary and knowledge.

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Next steps

Leaders should ensure that staff consistently give children sufficient time to respond to questions and solve problems in order to extend their learning. Leaders should ensure that staff provide opportunities for children to practise their skills and knowledge in creative ways.

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About this inspection

The inspector spoke with leaders, practitioners, 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. Registered person: Little Monkey Minders Limited

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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

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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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