Cheeky Monkeys Day Nursery Ltd

Cheeky Monkeys Day Nursery Ltd

Unique reference number (URN): 2689185 Address: Cheadle Road, Uttoxeter, ST14 7BY Type: Childcare on non-domestic premises Registered with Ofsted: 06/06/2022 Registers: EYR, CCR, VCR Registered person: Cheeky Monkeys Day Nursery Limited

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 Expected standard

Typically, babies and children, including those with special educational needs and/or disabilities (SEND) and disadvantaged children, make progress across the 7 areas of learning. Children develop physical skills as they learn to balance on beams and join in songs, such as 'jelly on a plate', which helps children practise steady movements. In addition, children learn to grasp tweezers to pick up plastic minibeasts and pound and poke dough to strengthen their wrists. Children learn to play alongside their friends as they fill and empty jugs of water. They enjoy looking closely at minibeasts. For example, they learn about the features, such as colours and stripes, and learn to accurately name colours.

p.2

Achievement Expected standard

All children learn new words, such as 'full', 'empty', 'under' and 'poke'. They use this vocabulary confidently in their play. Furthermore, children, including those with SEND, learn sign language, such as 'more' and 'thank you'. This develops their communication and language skills effectively. Generally, children are prepared for the next stage in their learning. However, older children do not always benefit from age-appropriate teaching. This means that their achievement is not always promoted, to help them make even more progress in their learning and development.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave extremely well. They are taught to use the setting's rules, such as 'kind hands' and good manners. For example, staff remind children to say 'thank you' through communication strategies, such as sign language. Staff use behaviour-reward systems and give children frequent praise. Children respond positively and show cooperative behaviour. This contributes to children's calm behaviour. Leaders monitor and promote attendance across the setting. They ensure that families are supported to help their children develop positive attendance habits for their future success.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have established clear routines across the setting. For example, during snack and lunchtimes, children demonstrate an understanding of expectations. This helps to support calm and well-managed transitions throughout the day. Children, including those with special educational needs and/or disabilities and disadvantaged children, typically develop positive, warm relationships with staff and their friends. They play happily alongside one another in sand and water. Staff introduce vocabulary, such as 'scoop' and 'pour', and remind children to share. As a result, children develop their personal, social and emotional skills.

p.2

Children's welfare and wellbeing Expected standard

Children, including those with special educational needs and/or disabilities and disadvantaged children, benefit from healthy and nutritional meals cooked on site. For example, children enjoy pears, yoghurts, macaroni cheese and vegetables, including broccoli, carrots, peas and sweetcorn. They independently access drinking water and milk. Typically, all children are safe and secure in their environments. Staff carry out regular risk assessments to ensure that children are kept safe. Children follow some health and self- care routines. For example, they go to the toilet, get their sun hats on for outdoor play and put on their own shoes. However, staff do not always support children to wash their hands. Leaders and staff are yet to establish consistent handwashing practices to further promote children's health and self-care needs.

p.2

Children's welfare and wellbeing Expected standard

Staff develop warm and nurturing relationships with all children in their care. They know children well. For example, they recognise when babies need reassurance and follow routines from home, such as feeding and sleeping. This helps to meet children's personal- care needs.

p.3

Children's welfare and wellbeing Expected standard

All children benefit from being outdoors. They climb, run and enjoy water play, which supports their physical development and confidence. Staff support younger children as they walk along beams and hold out their hands to guide them. This helps children develop balance and coordination.

p.3

Curriculum and teaching Expected standard

Leaders have typically designed a sequenced curriculum that sets out what children will learn as they move through the setting. Children, including those with special educational needs and/or disabilities and disadvantaged children, develop social skills and form warm, caring interactions as they play. For example, they scoop and pour sand together as they show growing empathy and turn-taking. Babies confidently select books and turn the pages one by one. Staff model animal sounds, such as 'miaow' and 'twit-whoo', which babies eagerly copy. This supports their early communication and language development.

p.3

Curriculum and teaching Expected standard

All children benefit from learning experiences to develop their physical and language skills. For example, they use tweezers to pick up minibeasts and learn new vocabulary, such as 'foraging'. Staff teach positional language. For example, they explain 'under' when objects fall to the floor and roll under the table. Children also take part in sessions using dough to build hand strength and coordination. However, staff do not always ensure that children receive high-quality teaching through the curriculum they offer to children. This means that at times, teaching is not closely matched to children's developmental needs.

p.3

Curriculum and teaching Expected standard

Staff generally develop mathematical language through play. They support younger children to use words, such as 'full', as they fill their buckets with sand. Older children learn early- number skills. For example, they roll a dice and count the dots one by one. Staff encourage children to add 2 numbers together using their fingers. However, children are not always fully engaged because some activities are pitched too high. As a result, children do not consistently build secure mathematical knowledge that matches their age and stage of development.

p.3

Inclusion Expected standard

Typically, leaders and staff use assessment to identify children's emerging needs and interests. They use this to plan activities to support children's learning and development. For example, children, including those with special educational needs and/or disabilities, benefit from staff's knowledge of their individual needs. Leaders and staff work closely with parents and carers and other professionals to ensure that support is well coordinated. Staff use communication strategies, such as sign language to help children learn new words. For example, during lunchtime, staff sign 'more' and 'thank you'. This helps children understand what is expected of them and supports their developing communication skills.

p.3

Inclusion Expected standard

Children in receipt of early years pupil premium are well supported through carefully chosen resources that leaders purchase to meet their individual needs. Staff use their knowledge of children's interests, such as role play and outdoor exploration, to select equipment and resources that help children engage and develop their skills further. Parents report that leaders and staff support their children's physical development effectively. They comment on how staff act on advice from external professionals, such as physiotherapists, to help children make progress from cruising to walking.

p.4

Leadership and governance Expected standard

Typically, leaders ensure they implement the early years foundation stage statutory requirements effectively. They are passionate about the provision they provide and understand the strengths and priorities for improvement. For example, they have plans in place to further develop the outdoor curriculum to enhance children's learning and development. However, leaders are yet to ensure that all staff consistently receive the training and development needed to further enhance their knowledge and skills.

p.4

Leadership and governance Expected standard

Staff feel valued by leaders. They say that leaders support their wellbeing and workload effectively. Leaders and staff have a clear understanding of the context of the local area. They work in collaboration with other professionals, such as physiotherapists and public health to help and support families with the challenges they face. For example, partnerships with public health have ensured that children, parents and carers are fully informed about the importance of toothbrushing. This benefits children's health and builds on the setting's work with families.

p.4

Leadership and governance Expected standard

Parents report how happy their children are at this caring, nurturing setting. They say the online communication tool is extremely effective in maintaining a 2-way flow of information between them and the setting. This helps to keep parents fully informed and involved in their children's experiences.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are greeted warmly as they arrive in this nurturing setting. They separate from their parents and carers happily and with confidence. Staff are on hand at the door to guide children calmly into their rooms. This helps to support children's smooth transitions. All children independently put away their belongings and demonstrate growing responsibility. Those who arrive for their afternoon session, settle quickly and immerse themselves in activities straight away. Younger children benefit from clear modelling. For example, staff show children how to use magnifying glasses and introduce them to new vocabulary, such as 'foraging', and discuss the features of minibeasts. This helps to support children's language development and develop an understanding of the world around them. Children have developed close bonds with staff and their friends. They naturally seek out staff for comfort and cuddles when they get upset. This helps children to develop a sense of

p.5

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

Babies explore resources, such as spinning tops, with curiosity. They smile and clap as they watch when it spins. This develops their physical development as they try to have a go and repeat movements. Children behave extremely well. They respond positively to clear expectations, such as using 'kind hands' and showing good manners. For example, staff remind children, including those with special educational needs and/or disabilities, to say 'thank you' through communication strategies, such as sign language. As a result, children demonstrate respect, kindness and consideration for others.

p.6

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

Children benefit from healthy, nutritional meals that are cooked on site. They enjoy a varied menu, including fresh fruit, yoghurts, macaroni cheese and vegetables such as broccoli, carrots, peas and sweetcorn. Children independently access drinking water and milk throughout the day. Staff support children's understanding of making healthy choices. Leaders monitor attendance closely and maintain good attendance across the setting. This ensures that children benefit from familiar routines and learning experiences on offer.

p.6

Next steps

Leaders should strengthen the curriculum so that children consistently receive high- quality, age-and-stage appropriate teaching that is securely embedded across the provision, to help children make even more progress. Leaders should strengthen staff's knowledge of mathematics for older children so that they are ready for their next age and stage of education. Leaders should support staff to embed consistent handwashing practices so that children's health and self-care needs are effectively promoted. Leaders should strengthen the training they provide so that all staff build on their knowledge and skills even further.

p.6

About this inspection

The inspectors spoke with the leaders, the special educational needs coordinator, staff, parents, carers and children 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.

p.6

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Cheeky Monkeys Day Nursery Limited

p.7

Address:

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.8

Strong standard

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

p.8

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.8

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.9