YMCA Eastleigh Nursery

YMCA Eastleigh Nursery

Unique reference number (URN): 2641047 Address: 29 Whieldon Way, Eastleigh, SO50 9SB Type: Childcare on non-domestic premises Registered with Ofsted: 10/06/2021 Registers: EYR, CCR, VCR Registered person: YMCA Fairthorne Group

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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, including those who face barriers to learning, typically make good progress in their learning and development. They develop the skills they need to be ready for their next stage of learning, such as going to school. All children demonstrate confidence and high levels of self-esteem as they independently explore the environment. Children eagerly take on new challenges, such as obstacle courses. They demonstrate a 'can-do' attitude and beam with delight when they succeed.

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Achievement Expected standard

Overall, children develop the language skills they need to be able to share their thoughts, needs and ideas. They are able to communicate in a range of ways, including non-verbal methods of communication. Children eagerly sing songs with staff and have clear favourites, such as 'Five Currant Buns'. Children typically develop their independence skills through everyday routines, such as pouring their own drink and self-serving their meals.

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Behaviour, attitudes and establishing routines Expected standard

Children, including those who face barriers to learning, build warm and trusting relationships with staff. They demonstrate they feel settled within the provision and have secure attachments to staff and peers. There are high expectations for their behaviour, which are generally applied consistently across the provision. When there are weaknesses in practice relating to staff approaches to children's behaviour, such as inconsistent approaches to children playing with cutlery at mealtimes, leaders take appropriate action to address these and improve practice.

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Behaviour, attitudes and establishing routines Expected standard

All children develop positive attitudes to learning and demonstrate their resilience and confidence as they play. Children play collaboratively together and learn to take turns. For example, they take turns as they roll balls towards each other. Staff frequently praise children for their positive behaviour, which helps develop their self-confidence and self- esteem. Staff act as positive role models for children. For example, they role model using 'please' and 'thank you' as they role play having cups of 'tea' with children.

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Behaviour, attitudes and establishing routines Expected standard

Leaders closely track attendance and follow up on absences quickly to ensure children's wellbeing. They work closely with families to promote the importance of attendance and punctuality.

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Children's welfare and wellbeing Expected standard

Children demonstrate they feel safe and secure with the kind and caring staff as they happily come into the provision and settle quickly. Children's key persons know them well and are able to meet their care needs effectively. Children also demonstrate they enjoy playing and building relationships with their peers. Children learn to take risks safely. For example, staff support children as they learn to climb trees safely. Children take pride in their achievements as they eagerly climb. Staff teach children healthy habits. For example, they regularly discuss with children about the types of food that are healthy and encourage children to try new things during mealtimes. Staff praise children for trying new foods, which helps to broaden their tastes and to promote learning about healthy choices. Children build on their independence skills as they progress through the provision. For example, they develop their skills at drinking

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Children's welfare and wellbeing Expected standard

Staff ensure children's care and hygiene needs are met, and staff do so respectfully. For example, staff approach children from the front and ask before wiping their noses. Staff use care routines as a time to develop bonds with children. For example, staff sing and talk with young children as they change their nappies.

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Curriculum and teaching Expected standard

Overall, staff understand and implement an ambitious curriculum that is designed to meet the needs of children, including those who face barriers to learning. Typically, staff adapt their provision and their teaching to ensure all children can access the curriculum. Children's key persons know them well and tailor teaching to their individual needs and starting points. However, when key people are unavailable, other staff are not as consistent with their knowledge of the children. This then impacts staff's ability to recognise individual needs and match teaching and activities to further extend and challenge children's learning.

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Curriculum and teaching Expected standard

There is a key focus on developing children's communication and language skills throughout the provision. Typically, staff ensure they develop children's language skills through frequent repetition and modelling of vocabulary. Staff weave mathematics into their everyday play. For example, staff teach young children to count out one and two objects as they play together.

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Curriculum and teaching Expected standard

Typically, staff teach the curriculum well and understand what children know and can do and what they are working on. At times, there are inconsistencies in the quality of teaching. For example, staff do not always consistently engage children as they play, which, at times, leads to them becoming disengaged from their learning.

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Inclusion Expected standard

Leaders and staff, on the whole, have high expectations for children, including those who face barriers to learning. They regularly use assessment effectively to identify any emerging needs in children's development. Leaders and staff typically implement appropriate strategies to support children's learning and bridge the gap between children and their peers. For example, leaders implement intervention groups across the provision to provide tailored support. Typically, these intervention groups focus on supporting the development of children's language and their listening and attention skills. Children who speak English as an additional language are supported well. For example, staff ensure they have key words in children's home languages to support their communication.

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Inclusion Expected standard

Leaders ensure funding is used appropriately to support the needs of children. For example, leaders use funding to provide one-to-one support for children's learning. Leaders and staff work closely with professionals, such as physiotherapists, to support children's development. This helps to ensure a joined-up approach to children's learning and development.

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Leadership and governance Expected standard

Leaders demonstrate a clear and ambitious vision for the provision. They ensure staff receive regular opportunities for training and development to enhance their teaching further. Leaders have a secure understanding of the strengths and areas of development for the provision. They accurately reflect on the provision and teaching, and leaders have a plan for addressing the areas of development to ensure that teaching is of a consistently high quality and meets the children's needs. For example, they hold regular supervision meetings with staff to talk about their professional development and their teaching. In addition, leaders act as role models for staff as they model high-quality interactions and teaching. However, precise and rigorous monitoring of practice, followed by appropriate coaching, is not yet consistent and fully embedded within the provision.

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Leadership and governance Expected standard

Leaders have developed well-thought-out transition plans for children moving to their next stage of learning. This helps children transition seamlessly with any necessary adaptations and support still in place. Leaders and staff have been developing parent partnerships within the provision. For example, they hold regular community events. However, this is not yet fully embedded as, for example, not all parents are aware of children's next steps in learning and development.

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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 settle quickly into the provision and confidently select activities and resources to play with. Children excitedly play out in the garden as they climb and jump and develop their physical skills. Children are inquisitive about the world around them and show positive attitudes to learning. For example, children explore blocks of frozen ice and puzzle out how to free the frozen toy animals. Staff skilfully build on children's knowledge as they teach children about the concept of melting as the ice turns to water.

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

Staff introduce children to the 'story of the fortnight'. They then use this to promote children's learning and development in a range of ways. For example, children begin to develop their fine motor skills as they cut grass for goats from 'The Three Billy Goats Gruff'.

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

Children learn to take turns and share resources as they play with their peers. For example, children use sand timers to help visually represent the wait as they take turns using the trikes in the garden. Children confidently use the trikes as they steer and balance through the garden.

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

Children learn to persevere with their learning and development when they find things challenging. For example, children initially struggle as they learn how to twist the tops of bottles as part of an activity based on 'The Hungry Caterpillar'. Staff encourage children to keep trying and children beam with delight when they succeed. This helps promote children's personal, social and emotional development as well as their hand–eye coordination as they unscrew and screw the lids back on.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: YMCA Fairthorne Group

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Address:

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

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Next steps

Leaders should ensure that staff's practice is monitored and supported more precisely to help develop consistent and fully embedded highly effective teaching and interactions to support children's needs. Leaders should support staff to know children's individual learning needs to ensure teaching, activities and resources match these needs more effectively to support their ongoing achievement. Leaders should strengthen parent partnerships further to enhance children's learning at home.

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About this inspection

The inspectors spoke with leaders, staff, parents and children.

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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. Local authority: Hampshire

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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. 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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