Kids 1st QE

Kids 1st QE

Unique reference number (URN): EY493306 Address: Queen Elizabeth Hospital, GATESHEAD, Tyne and Wear, NE9 6SX Type: Childcare on non-domestic premises Registered with Ofsted: 03/11/2015 Registers: EYR, CCR, VCR Registered person: Busy Bees Nurseries 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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Inclusion Strong standard

Leaders have created a highly inclusive culture in the setting, where all children have the support they need to enjoy nursery life. Gaps in learning and development are swiftly identified through accurate assessments, and leaders work closely with staff to ensure that appropriate support and intervention are put in place. Progress is closely tracked and support is reviewed regularly to ensure that any changes needed are actioned quickly.

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Inclusion Strong standard

Leaders ensure that parents are fully involved when supporting disadvantaged children, children with special education needs and/or disabilities (SEND) and children with other barriers to their learning and/or wellbeing. For instance, they work closely with a wide range of outside professionals and seek specialist advice appropriately.

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Inclusion Strong standard

Leaders make effective use of additional funding to ensure children with SEND are fully included, for example purchasing a willow den to offer children a quiet and calm space to support them to regulate their emotions at times of transition. All staff know and consistently use the identified strategies to support children with SEND, disadvantaged children and those with other barriers to their learning and/or wellbeing. This means that children make sustained progress over time.

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Inclusion Strong standard

Leaders ensure that staff have access to training which helps them understand the specific needs of children, and use effective strategies to support learning and development.

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Achievement Expected standard

Children develop their independence skills throughout their time at the setting. They select the resources they need in their play and ask adults for support if they need it. They explore with curiosity and enjoy learning about things which are of interest to them. Older children talk about what they notice and ask questions to gain further information.

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Achievement Expected standard

Children develop their resilience skills through routines and activities. For example, at snack time, older children persist until they have successfully peeled their piece of fruit. However, this is not consistent across all mealtimes. Some children show a reduced level of motivation when they are left waiting too long during lunchtime for their friends to finish eating. This causes some younger children to lose their good levels of concentration and engagement in conversation and social interactions.

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Achievement Expected standard

Older children develop their understanding of change, particularly in relation to moving to school and by talking about moving to school and how they are feeling. They help each other to practise calming techniques such as breathing exercises. Children play games together, sharing and making sure everyone has a turn. All children, including those who are disadvantaged, those with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing, make progress from their starting points, building on what they already know. Over time, they develop the knowledge and skills needed so that they are prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations of children, and behaviour is positive across all age groups. Staff behave with care and respect and establish secure relationships with all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning and/or wellbeing. All children develop a positive attitude and are engaged in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to develop their personal, social and emotional skills by talking to them about how they feel. They explicitly teach children about emotions by naming them and modelling breathing techniques to help children manage big feelings. Children play games together, taking turns and sharing. They play cooperatively and listen to each other while engaged in play.

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Behaviour, attitudes and establishing routines Expected standard

Routines are generally well established, and this mostly helps children to know and understand what is happening throughout the day. For example, younger children take off their shoes and socks when they know it is nap time, and older children recognise the signals for tidying up and know this means it is nearly time for lunch. However, during lunchtime, some children sit and wait for others to finish. This causes them to become distracted and demonstrate some unwanted behaviours.

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Behaviour, attitudes and establishing routines Expected standard

Staff give additional support when appropriate, particularly for those children with SEND. For example, objects of reference are used to signal a transition in the routine for some children. This also helps these children develop their skills in communication and understanding.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of attendance and have robust systems to monitor this. They work individually with parents and families to ensure that children attend the setting regularly, for example changing sessions to meet the needs of changing family circumstances.

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Children's welfare and wellbeing Expected standard

Leaders ensure that there are effective policies and procedures in place for sleeping, weaning and feeding, and staff generally follow these processes. However, there are a small number of occasions when children find it difficult to maintain positive behaviour during lunchtime, and this is because they sometimes wait too long between lunch and pudding. Leaders are proactively supporting staff to ensure that they are effectively managing children's behaviour well throughout lunchtime. They recognise that further review is needed to develop some routines. This means that children do not consistently benefit from securely established routines at key times of the day. Although leaders recognise that a further review is needed to establish secure key routines, this has not yet been embedded in practice. Children's personal care needs are sensitively met because staff have a clear understanding of the relevant processes and confidently implement them. Positive relationships with

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Children's welfare and wellbeing Expected standard

parents ensure that the setting has all information needed to support each child. For disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing, staff work closely with parents to ensure that individual care needs are met. Parents are kept up to date with all relevant information to ensure continuity of care.

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Children's welfare and wellbeing Expected standard

Children enjoy healthy, nutritious meals and develop their understanding of a balanced diet. They learn about keeping safe in the sun and know it is important to wear sun cream and sun hats when playing outside. Children develop healthy habits, such as washing their hands before and after they eat. Staff talk to children about why this is important. Children develop their independence skills by serving their own meals at lunchtime and pouring their own drinks.

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Curriculum and teaching Expected standard

Leaders have designed the curriculum to ensure that children make progress across all areas of learning. Staff typically show a secure understanding of what they want children to learn, and they can talk about how they adapt this to meet the needs of the children, including disadvantaged children, those with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing. Staff match activities to children's interests to ensure that children are motivated and enjoy learning. They carry out regular assessments and track children's progress to ensure that key developmental milestones are met.

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Curriculum and teaching Expected standard

Staff focus on developing language and communication skills throughout the setting, with all children enjoying stories, songs and rhymes as part of the daily routine. Children develop a love of stories and often choose to share books with adults. Staff model appropriate vocabulary and encourage children to use this in their play.

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Curriculum and teaching Expected standard

Mathematics is taught explicitly and incorporated into the daily routine to ensure that children develop an understanding of mathematical concepts. For example, younger children enjoy completing jigsaws, and older children learn and can talk about 2-D and 3-D shapes they see in their environment. Children enjoy joining in with counting songs to help them develop their awareness of numbers.

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Curriculum and teaching Expected standard

Younger children develop the physical skills they need to begin crawling and walking, and older children enjoy activities which support them to run, jump and climb. Children use a range of tools and resources, such as rolling pins and dough cutters, and this helps them to develop the finger muscles they need to use pencils and writing tools later on.

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Leadership and governance Expected standard

Leaders are passionate about their role and are committed to supporting children and families. However, the setting has recently undergone a period of change and transition, and this has resulted in changes to leaders and other roles. Those new to their role are receiving effective support, and this is helping the recent changes to have a positive impact on the experiences of children. Parents feel that leaders have communicated appropriately with them about recent changes and this has had a positive impact on securing positive partnerships.

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Leadership and governance Expected standard

Leaders are mindful of workload and promote positive staff wellbeing, ensuring that staff know how to access support, help and guidance if they need it. Staff feel valued and talk about how the training and support they receive help them to do their job more effectively.

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Leadership and governance Expected standard

Leaders work closely with a range of outside professionals to ensure that disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning receive the support they need quickly. Parents are fully involved and feel that leaders communicate well with them about the progress their children are making.

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Leadership and governance Expected standard

Leaders have a suitable understanding of the setting's strengths, and they know what they are working on, such as mealtime routines. They recognise that practice is not yet consistent across all mealtimes and continue to match training and targeted professional development to further strengthen this key daily routine. Leaders and staff are reflective and firmly committed to responding to feedback and seeking advice and guidance from outside professionals to help them drive forward further improvements.

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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 and excited to learn when they arrive at nursery. They explore the environment with confidence and develop a strong sense of belonging. Children form positive attachments with their key person, and this means they feel safe and secure. Parents speak positively about how much their children enjoy attending the setting, and they value the daily updates which keep them informed about their children's progress and experiences.

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

All children are fully included in everyday routines, activities and experiences. Staff know children very well and make appropriate adaptations to ensure that all children, especially disadvantaged children and those with special educational needs and/or disabilities (SEND) or other barriers to their learning and/or wellbeing, are fully involved in nursery life.

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

Children are encouraged to be independent throughout the day. For example, older children can put on their coats and shoes, and younger children are encouraged to explore the environment and seek out resources which appeal to them. Children develop resilience and are supported to persist when they find something challenging. For example, when children try to fit jigsaw pieces, staff encourage and praise their efforts, celebrating their success.

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

Children develop secure language and communication skills because staff value and share books with all children, modelling vocabulary and encouraging children to repeat this and use it in their play. Children also enjoy joining in with songs and rhymes as part of the daily routine.

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

Children get on well with each other, making friends and developing the personal, social and emotional skills they need. Children, including those with SEND, those who are disadvantaged and those who may face other barriers to their learning and/or wellbeing, are

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Address:

Queen Elizabeth Hospital GATESHEAD Tyne and Wear NE9 6SX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Busy Bees Nurseries Limited supported to develop the knowledge and skills they need to move on to the next stage of their education.

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Next steps

Leaders should continue to review mealtime routines to ensure that they meet the needs of all children. Leaders should continue to support staff to consistently embed routines which support children's best behaviour, particularly at mealtimes.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children and parents 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. Register(s): EYR, CCR, VCR

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About this inspection

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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