Rosie And Jim's Nursery And Pre-School

Rosie And Jim's Nursery And Pre-School

Unique reference number (URN): EY541899 Address: Eagle Street East, Hillfields, Coventry, West Midlands, CV1 4GY Type: Childcare on non-domestic premises Registered with Ofsted: 23/12/2016 Registers: EYR, CCR, VCR Registered person: Rosie and Jim's Childcare 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 Strong standard

All children, including those with special educational needs and/or disabilities (SEND), make significant progress in their learning from their starting points and achieve important milestones in their own way. For example, children with SEND become fully toilet trained as staff recognise nonverbal cues and gestures as a form of communication when children need to use the toilet. Children benefit from high levels of enhanced staff support where appropriate, helping them to make progress.

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Achievement Strong standard

Children are well prepared for the next stage of learning and development. They develop the skills and knowledge necessary to make progress towards greater independence and resilience. For example, children are encouraged to put on and take off their jackets and persevere with this task. Children use age-appropriate tools to cut different foods, such as salad, to make their own healthy sandwiches. Parents report seeing substantial progress in their children since attending the setting.

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Achievement Strong standard

Positive, trusting relationships help all children to develop confidence and feel secure. Children eagerly join in with a wide variety of experiences which support all areas of learning. For example, children make marks using different-sized dabbers. All children develop their understanding of mathematical concepts. For example, children explore the concept of 'big' and 'small' animals.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have established a calm and inclusive environment for all children. Staff prepare and support children to understand what comes next in the daily routine. For example, staff use a nappy as a visual cue to help children understand when it is time for their nappy to be changed. Staff gently reinforce simple boundaries clearly to ensure the environment remains calm. All children transition seamlessly to the next part of the daily routine. Leaders and staff regularly reflect on how they can strengthen children's routines further to avoid disruptions to children's learning. For example, leaders have added additional toilets for older children, reducing the need for them to walk through the younger children's learning environment and minimising disruption to their learning. Staff provide children with consistent verbal praise.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well across all age groups in the setting. Staff build positive relationships with all children. They use their in-depth knowledge of each child to provide effective support. For example, staff consider each child's stage of development when joining in with circle-time activities. They ensure that any circle time is short and focused, but where children are unable to hold their attention, they are sensitively supported to access other areas of the environment.

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Behaviour, attitudes and establishing routines Strong standard

All children, including those with special educational needs and/or disabilities and other barriers to learning, are supported well. Leaders and staff adapt their practice by evaluating the individual needs of all children. For example, leaders made adaptations to the routine to provide children with more focused outdoor time to support children's active learning style.

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Expected standard

In addition, staff provide children with 'sensory circuits' and use these opportunities as 'movement breaks' to ensure that children remain engaged and focused within their learning. Leaders promote the importance of attendance to families and where any concerns are identified, home visits are completed to prioritise children's safety and welfare.

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Inclusion Strong standard

Children with special educational needs and/or disabilities and those with other barriers to their learning benefit from a highly inclusive environment. For example, visual prompts and routine boards are used to support children to access all experiences and parts of the daily routine. Leaders and staff create an inclusive culture which celebrates every child's stage of development. Leaders and staff develop positive and trusting relationships with parents and carers from the outset, as staff spend time getting to know the unique needs of each child and family. For example, leaders and staff offer bespoke settling-in sessions. They take a detailed, unhurried approach to ensure that every child is fully settled. As a result, leaders and staff have an in-depth understanding of each child's individual needs and identify how they can remove barriers to their learning through reasonable adjustments or adaptations to

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Inclusion Strong standard

the environment. For example, leaders and staff recognised that children needed further opportunities to promote their physical development and purchased additional climbing equipment.

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Inclusion Strong standard

Leaders and staff consistently observe and assess children's progress. They identify the root cause of any barriers to learning that children may face, and they consider when further support and input are required from external professionals and agencies. For example, staff signpost parents to external services when hearing or sight tests may be beneficial to support children's development.

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Inclusion Strong standard

Leaders support staff to ensure that the graduated approach is implemented consistently and provide individual support plans, so that children are equipped to achieve realistic goals and reach the next stage of their development. Leaders frequently review children's progress. They ensure that any additional funding, such as early years pupil premium, has a clear impact. For example, leaders use funding strategically to provide enhanced staff support where appropriate. In addition, leaders use funding to provide children with a variety of additional experiences. For example, all children access music and movement sessions.

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Children's welfare and wellbeing Expected standard

Leaders and staff develop secure attachments with children, helping them to feel safe and secure in the setting. Key-person arrangements are effective, particularly during children's settling-in process. For example, staff work with parents and carers effectively to identify strategies which will support their child to settle in securely, such as establishing information about the child's routine at home and whether any comforters are used. Staff interact with babies in a warm, nurturing and gentle manner. Parents and carers praise the support their child receives and describe the staff team as family. Leaders promote healthy lifestyles by regularly reflecting on the type of meals and snacks that children are served. For example, leaders have recently moved desserts from the lunch menu to reduce the sugar content of meals and promote oral health. Children's physical development is supported in the well-resourced outdoor area. Children confidently take risks

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Children's welfare and wellbeing Expected standard

in their play while being carefully supervised by staff as they climb and negotiate a large climbing frame. Children are supported and learn to use age-appropriate tools. For example, children use appropriate cutting tools to prepare their own sandwich.

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Children's welfare and wellbeing Expected standard

Staff demonstrate clear safer-sleep knowledge. They ensure that children are placed in an appropriate sleep space and set 5-minute timers to ensure children are frequently checked while sleeping. Overall, leaders and staff promote hygiene practices, and all children follow established hygiene routines throughout the day. However, further refinement of routines during mealtimes and for younger children is needed. This refinement will help to ensure these practices are embedded consistently.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum which prioritises children's language, social, emotional and physical development. The curriculum is well understood by all staff, who have a shared vision of how they would like to prepare children for school. Staff skilfully interact with children as they comment and narrate during children's play. For example, staff encourage children to blow their own bubbles while introducing a wide range of vocabulary to develop children's use of language. Leaders and staff adapt their teaching to support children with special educational needs and/or disabilities and other barriers to learning, such as speaking English as an additional language. For example, staff use simple and repetitive language to support children's understanding. However, at mealtimes, the quality of interactions and teaching by staff is not yet consistent, particularly for younger children.

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Curriculum and teaching Expected standard

Staff promote children's understanding of mathematical concepts as they use mathematical language through everyday interactions. For example, children build their own construction houses while staff encourage children to recognise how many windows are in each of their constructions. Babies and young children join in enthusiastically with singing sessions and are encouraged to make their own independent choices. For example, staff encourage babies to choose a different 'nursery rhyme' spoon.

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Curriculum and teaching Expected standard

Leaders regularly reflect on the type of learning experiences which are available for children. For example, leaders have recently supported staff to adapt the way in which activity plans are created, to ensure that staff focus clearly on the skills children need to develop to reach the next stage of their learning.

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Leadership and governance Expected standard

Leaders have a clear overview of the setting's strengths and priorities for improvement. They support and work alongside staff collaboratively to make changes to the quality of the provision and enhance support for all families. For example, leaders have recently introduced a 'helping hand' cupboard for parents and carers, providing guidance on toilet training, oral health and how to support children's fine-motor development. Leaders have a clear understanding of the local community, and the support that families need. Parents speak highly of the support that children with special educational needs and/or disabilities receive and describe feeling fully informed about their child's progress and how their development is being supported. Leaders support staff to share ways in which parents can support their children's development at home.

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Leadership and governance Expected standard

Leaders support the wellbeing of staff. Staff praise and value the support they receive from all leaders. Leaders generally promote staff's professional development through regular supervisions and by ensuring any training opportunities provided are closely aligned with the priorities of the setting. However, the impact of professional development opportunities is not yet fully recognised by staff. Leaders have plans to expand the amount of training opportunities which are available to staff.

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Leadership and governance Expected standard

Leaders work collaboratively with a range of external agencies and develop positive links with the local authority. Leaders support staff to value the input of external professionals as they implement any guidance or strategies suggested to support children swiftly. For example, leaders and staff implemented recommendations from an outside agency to support children to recognise the importance of personal safety and boundaries.

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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 arrive at the setting confident and eager to explore the environment. They separate from their parents and carers with ease. Children form positive relationships and secure attachments with staff that promote a sense of belonging at the setting. Staff and parents work together to share detailed information about children's development and routines, which are used to plan a variety of interesting experiences for children to explore. Children demonstrate positive attitudes towards their learning as they engage in activities with increasing focus and attention. For example, children focus as they post balls onto ramps and watch closely as they roll down.

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

Children form positive relationships with each other from different age groups and are supported to develop friendships. For example, children from all age groups spend time in the outdoor area together to promote children's social development. They play group games collaboratively. For example, children play adapted 'tic tac toe' together and are encouraged to identify matching animals.

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

Children with special educational needs and/or disabilities (SEND), and other barriers to learning are well supported. For example, children in receipt of additional funding are supported by increased staffing support where appropriate, to ensure that all children can access the full curriculum. Children with SEND are also supported to develop their social skills and take turns. For example, staff provide a range of specific resources which interest children and encourage them to share. Children's communication is supported as staff typically introduce a wide range of vocabulary to promote language development. Where required, additional communication and language interventions are used to ensure that children make the best possible progress in this area of learning and are prepared for the next stage of their learning.

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Address:

Eagle Street East Hillfields Coventry West Midlands CV1 4GY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rosie and Jim's Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Leaders should support staff to enhance the quality of interactions, particularly at mealtimes for younger children. Leaders should support staff to refine and embed consistent hygiene routines, particularly at mealtimes and for younger children. Leaders should enable staff to consider the impact of professional development on their practice and how this can further enhance the quality of teaching.

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About this inspection

The inspector spoke with leaders, managers, 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. Local authority: Coventry

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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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