Hungry Caterpillar Day Nurseries - Academy Gardens

Gardens

Unique reference number (URN): EY552928 Address: Academy Gardens Childrens Centre, 1 Academy Gardens, Northolt, UB5 5QN Type: Childcare on non-domestic premises Registered with Ofsted: 21/09/2017 Registers: EYR, CCR, VCR Registered person: Hungry Caterpillar Day 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations for children's behaviour. They provide a well- structured, calm and very happy environment. Leaders and staff act as positive role models. They are polite and friendly. Leaders and staff are highly respectful of all children and recognise their unique needs and interests.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently manage children's behaviour effectively. Leaders and staff take account of children's age and stage of development and help children to develop positive patterns of behaviour. They recognise when children need additional support to help regulate their behaviour. Staff consistently use appropriate strategies and make careful adjustments. Children listen to stories and express their feelings through discussions. They explore their emotions through art. Staff use sensory spaces and resources to help children regulate their emotions and calm down when they feel overwhelmed.

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Behaviour, attitudes and establishing routines Strong standard

Staff share highly positive and nurturing relationships with children. They provide an abundance of praise and encouragement and show a real interest in what children say. This enables children to develop confidence and self-esteem. Leaders highlight to parents and carers the importance of being punctual and regular attendance. They work closely with parents around supporting children's behaviour and establishing routines. Parents say that this helps them to support their children at home. Children learn to understand and follow nursery routines and learn what is expected of them from an early age.

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Children's welfare and wellbeing Strong standard

High priority is placed on children's wellbeing. Leaders and staff find out about each child's needs from the start. They follow young children's sleep routines and weaning to ensure that their needs are effectively met. Staff consider children's age and stage of development when setting expectations. They make careful adaptations for children who may require additional

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Expected standard

support. Staff use gestures and visual aids to help children understand what comes next. Children form secure bonds with their key person. This helps children to develop warm and trusting relationships and supports their emotional wellbeing. Staff meet children's care needs highly effectively. They conduct nappy changing and toileting routines with sensitivity and respect for children's needs and wishes.

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Expected standard

Staff promote healthy lifestyles consistently well. Children listen to stories about dental care and benefit from guidance from dental professionals. They enjoy nutritious meals, which are meticulously prepared to meet their individual dietary requirements. Thorough checks are in place to ensure that children are served the correct food. Staff consistently use mealtimes to deepen children's understanding of the benefits of healthy eating. Children enjoy sociable mealtimes. Staff place menus on the tables for older children, which helps to create a restaurant feel. Children develop independence from an early age. They pour drinks and self-serve food. Children learn to stay safe in the nursery. They receive gentle reminders to be aware of others during active, physical play and to use resources safely.

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Achievement Expected standard

All children, including those who face barriers to their learning, are achieving and typically make steady progress from their starting points. Children typically benefit from age- appropriate activities, which engage them well. They are confident to express their ideas and wishes and communicate effectively. Young children enjoy back-and-forth interactions with staff and join in action songs. Children learn new words. They listen to stories and engage in discussions. Overall, children develop early mathematics skills. Children are typically gaining skills in preparation for their later learning.

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Achievement Expected standard

Children are curious and enjoy interacting with others. Older children thoroughly enjoy science experiments and construction activities. They show resilience as they build with blocks to make towers and rebuild them when they fall. Children enjoy digging and caring for vegetables and plants in the nature garden. Young children show their delight as they master skills in standing and walking. Staff offer praise and encouragement. This helps children to feel a sense of achievement.

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Curriculum and teaching Expected standard

Staff interactions with children are typically effective. However, these are not yet highly focused to enable children to consistently learn new concepts. Overall, staff build on what children know and can do. They observe children to identify the next steps in their learning and where they may need additional support, and take appropriate action. They make adaptations to the environment to enable all children to be included. All children make progress and develop skills in preparation for the next stage of learning.

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Curriculum and teaching Expected standard

Young children explore play dough with their hands, which supports their physical development. Older children become engrossed in making volcanoes. They show excitement as they anticipate when the volcano will erupt. This supports their understanding of the world. Overall, staff help children to develop early mathematical skills. Young children learn simple counting and sing number songs. Children learn about size during sensory play. However, occasionally, staff do not always extend children's understanding of mathematical concepts even further, such as space and measure to help deepen their understanding.

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Curriculum and teaching Expected standard

Staff typically support children's communication and language well. Children enjoy singing and listen to stories. Staff interactions are generally meaningful. For example, they ask questions and introduce some new words. Staff use pictures and gestures to further support children's communication. Children benefit from daily outdoor play and being physically active. Young children enjoy playing alongside others and form close relationship with their key persons. Older children work together during group activities and form friendships. This supports their personal, social and emotional development.

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Inclusion Expected standard

The nursery is inclusive. Staff and leaders are supportive of all children, including those facing barriers to their learning. They typically monitor and assess children, which helps them to quickly identify and reduce gaps in children's learning. In the main, they identify, plan and set individual targets for children. These are regularly reviewed to ensure that children receive ongoing, tailored support and that no child is left behind.

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Inclusion Expected standard

Leaders understand how to identify families who may be entitled to additional funding. They use any additional funding to target where children need support and improve outcomes for children. For example, they purchase resources to support and encourage children's listening and communication. Staff offer small-group activities to help children with their focus and attention. They use signs and visual aids to support children's developing communication and language skills.

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Inclusion Expected standard

Leaders are implementing training and support for staff in how to support children with special educational needs and/or disabilities. They follow advice and guidance provided by professionals. Staff work closely with parents and carers to make timely referrals and provide early support when required.

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Leadership and governance Expected standard

The dedicated leadership team works effectively with staff and has high expectations for all children. Leaders demonstrate a commitment to ongoing improvement and typically identify their strengths and some areas for improvement. They have strengthened supervision sessions for staff, making these more robust. Leaders work with early years advisers to make improvements.

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Leadership and governance Expected standard

Leaders provide training to develop staff knowledge. They are currently developing staff skills in supporting children who may require additional support. Leaders observe and support staff practice. They have regular meetings and test staff knowledge. Ongoing professional development opportunities generally help staff to understand their role and build on what they know. Staff say that they enjoy working in the nursery and they are well supported. They comment that their workload is manageable. Leaders and staff share positive relationships with parents and carers. Daily verbal and electronic communication provide a consistent approach in children's care and learning. Parental feedback is highly complimentary. They say that they feel very well supported and their children are happy and progress well in the nursery.

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Leadership and governance Expected standard

Leader identify where families and children may need further support. They seek advice promptly and work effectively with external agencies. Staff follow the advice and strategies provided to enhance and support children's learning and development. This helps to improve outcomes for children.

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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 thrive in this warm and welcoming nursery. Children's wellbeing is given high priority. Staff are friendly, attentive and nurturing. An effective key-person system is in place. This helps to foster close attachments and ensure that each child's individual needs are recognised and met. Children are settled, secure and develop a real sense of belonging. All children enjoy their time in nursery. They have lots of fun and enjoy their learning. Children are eager to join in the stimulating activities. For example, they become engrossed in sensory play. They mix and pour liquids to make potions and explore cornflour, twigs and spaghetti. Children use these as prompts to heighten their imaginative ideas and link these to stories.

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

Activities are tailored to build on what children know and can do. Children benefit from leaders and staff effectively identifying and reducing any barriers to their learning. All children, including those with special educational needs and/or disabilities, are able to make steady progress from their starting points. Children behave very well for their age and stage and development. They play harmoniously. Children show each other kindness, share and take turns during activities. They learn about different communities and beliefs. Leaders and staff provide opportunities for children to explore different cultures and learn key words in their home languages in this inclusive nursery. This helps children to develop an understanding of, and respect for, others.

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

Children develop independence. They help to clear up after meals. Children quickly learn to develop self-care skills, such as dressing and handwashing. Overall, teaching and staff interactions support children well in being able to develop key skills in preparation for their next stage, including their eventual move to school. All families are welcome in the nursery, and their views and contributions are encouraged. Leaders help parents and carers to recognise the importance of regular attendance. This close partnership working helps to develop positive relationships and effective communication.

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Next steps

Leaders should support staff to extend and consistently embed children's understanding of mathematical concepts during activities and daily routines. Leaders should help staff to develop more precise teaching to enable them to identify how every interaction with children is a learning opportunity.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers 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

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Address:

Academy Gardens Childrens Centre 1 Academy Gardens Northolt UB5 5QN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Hungry Caterpillar Day Nurseries Limited

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Address:

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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1 to 5

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.

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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

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 .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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