Kindred Royston Newmarket Road Pre-School

Kindred Royston Newmarket Road Pre-School

Unique reference number (URN): EY555889 Address: 3 Newmarket Road, Royston, SG8 7HG Type: Childcare on non-domestic premises Registered with Ofsted: 21/12/2017 Registers: EYR Registered person: Orchard Day Nursery 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 who may face barriers to learning, make positive progress throughout all areas of learning. They benefit from a positive emphasis on ensuring they are ready for their next stage in their development. When children reach individual milestones, this is highly celebrated by staff which encourages children to become more confident in themselves. For example, 2- and 3-year-old children receive encouragement to dress themselves independently. When they achieve this, they receive praise for their accomplishments. This helps children to develop a sense of confidence in their own abilities and motivates them to complete tasks independently.

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Achievement Strong standard

Children progress their physical development using their fine motor skills. For example, children independently use safe knives to cut their own fruit at snack time. This helps them to refine their coordination and control using their hands. Children develop increasing independence in managing their personal care needs. For example, children learn to use the toilet independently, including learning to wash their hands afterwards. As a result, children develop important self-care skills and confidence in managing their daily routines.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations for children's behaviour. Children show a positive attitude to learning. They thoroughly enjoy playing both alongside each other and independently. Children work with their peers to reach common goals within play. They enjoy celebrating with one another for their achievements. Staff do well at reinforcing positive collaborative approaches, such as by encouraging children to work as a team. As a result, children develop positive attitudes towards others. They are increasingly confident in working cooperatively, recognising and celebrating both their own, and others', achievements.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff teach children about having respect for one another. For example, staff support children with sharing resources, and help children understand the concept of waiting for their turn. This means that children develop positive and respectful relationships with their peers. They are increasingly able to manage disagreements appropriately, demonstrating respect and consideration of others.

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Behaviour, attitudes and establishing routines Strong standard

There is a highly effective key-person system at the setting. All staff know and understand their children well. They quickly identify their individual needs and next steps to progress effectively. Children confidently seek reassurance from staff during times where they are upset. This shows that children have developed secure and trusting relationships with staff, helping them to feel emotionally safe and supported. Leaders consistently reiterate the importance and value of regular attendance. Leaders and staff openly communicate with parents and carers during handovers, throughout the day and during planned events. As a result, parents understand the importance of regular attendance and are encouraged to support their children to attend consistently. This enables children to fully benefit from their learning experiences at the setting.

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Children's welfare and wellbeing Strong standard

Leaders and staff ensure that children's welfare and wellbeing is consistently supported in all aspects of the setting. Children receive very effective support from staff to manage their own emotions and express their needs effectively. For example, staff ask children questions about how they are feeling. They help children to understand why they are feeling a certain emotion, such as happy or sad. As a result, children develop their emotional awareness. They are increasingly able to recognise and communicate their feelings and use appropriate strategies to manage their emotions.

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Children's welfare and wellbeing Strong standard

Leaders and staff provide regular opportunities for children to develop independence within their self-care routines. For example, designated areas with mirrors enable children to watch themselves as they wipe their noses and clean their hands. As a result, children develop their independence and skills they need to manage their own personal hygiene. Staff communicate very well with children about their self-care routines and initially ask children whether they need further support in daily routines. This shows that children are encouraged to take responsibility for their own self-care while receiving appropriate support where needed.

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Children's welfare and wellbeing Strong standard

At mealtimes, children have access to a range of healthy foods and receive encouragement to serve themselves. Staff engage children in conversations about what they are eating and what different foods taste like. As a result, children develop a positive understanding of healthy eating, making nutritious choices, and leads them to developing long-lasting healthy habits.

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Children's welfare and wellbeing Strong standard

Children receive encouragement to develop healthy habits that support their welfare and wellbeing. For example, children independently pour water into their own bottles, which they can access throughout the day. Parents and carers report that these experiences are reflected at home, with children continuing to pour their own drinks at home. As a result, children develop healthy habits and routines that are embedded into their everyday lives.

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Curriculum and teaching Strong standard

Leaders have high expectations for the curriculum and how it is delivered to all children that attend the setting. There is a focus on ensuring children can develop their independence and show curiosity throughout all aspects of the day. Leaders and staff consistently maintain high-quality interactions with children, ensuring that they remain engaged throughout their learning. For example, during play-dough activities, children have access to a variety of natural materials, such as shells and stones. Staff encourage children to develop their imaginations and understanding of the world by asking them about what they are making and supporting them to develop different ideas. Children enjoy using these resources to learn about different textures that they may come across outdoors. This helps children to develop their creativity and curiosity as they explore different resources and make sense of the world around them.

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Curriculum and teaching Strong standard

Leaders and staff prioritise children's physical development. Children have regular opportunities throughout the day to explore their outdoor environment and have access to a range of activities and resources during outdoor play. Children enjoy playing on obstacle courses, using wooden planks and tyres, which supports their physical development as they learn to balance independently. Children enjoy physical play, such as jumping through ladders and are encouraged by staff to count as they go. As a result, children develop their gross motor skills, including balance and coordination, while also developing their understanding of mathematics as they confidently count in sequences, such as up to 10.

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Inclusion Strong standard

Leaders and staff have high ambitions for all children, including those who may face barriers to learning. They quickly identify children's individual needs, for example, through observations and open communication with staff. Staff work closely with special educational needs coordinators to ensure that tailored support is in place for children. For example, during transition periods from other settings, staff liaise with special educational needs coordinators to identify children's current progress, and how they can be supported to progress well. Leaders quickly identify children's individual needs. Staff work together to identify any adaptations that are needed at the setting, to ensure all children can thrive. As a result, children receive support to overcome potential barriers to their learning and development and can participate fully throughout all areas of the setting.

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Inclusion Strong standard

Leaders work collaboratively with external professionals to receive further support for children who may face barriers to learning. For example, they liaise with local authorities to ensure that relevant assessment processes are in place for children to receive tailored support, where necessary. This collaborative approach means that staff understand and address children's individual needs. This enables children to access learning and make positive progress alongside their peers.

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Inclusion Strong standard

Leaders and staff work in partnership with parents and carers to understand children's individual needs and identify appropriate support. For example, some children benefit from extended settling-in periods. As a result, children settle in confidently at their own pace. This helps them to feel secure and ultimately learn and progress well within the setting. Staff make effective adaptations to the setting's environment to ensure all children can progress well. For example, staff adapt their positioning when interacting with children who have visual needs, ensuring children can see them clearly. Staff also provide bright-coloured resources to support children to see and engage with activities more easily. As a result, children access all activities and resources, ensuring that they can fully participate and engage in learning.

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Leadership and governance Strong standard

Leaders have a deep understanding of their role. They understand the importance for all staff to feel well supported within their roles. Leaders work well together to identify areas for improvement and understand the steps that need to be taken in order to achieve this. There is a high expectation for high-quality teaching throughout the setting, to ensure that all children receive positive learning experiences. Leaders pride themselves on positive parent partnerships. They work closely with parents and carers to ensure a collaborative approach to children's learning. For example, the setting arranges open days, to give parents the opportunity to see where their children learn and to interact with staff. This helps parents to develop a greater understanding of their children's experiences. Leaders feel confident to work with external professionals where necessary, to ensure that relevant support is in place for all children. Leaders communicate with families about the

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Leadership and governance Strong standard

importance of regular attendance and what this means for children's learning. For example, where there may be concerns in children's attendance, leaders consistently follow up with families to offer support and understanding. As a result, children attend regularly, enabling them to benefit consistently from their learning experiences and routines.

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Leadership and governance Strong standard

Leaders reiterate the importance of a positive teamwork culture at the setting, ensuring that staff wellbeing is valued. Staff report that they feel well supported by leaders and benefit from regular communication with leaders. Staff receive regular supervision sessions as an opportunity to discuss current progress, key children and any concerns they may have. As a result, staff feel valued and confident to develop in their roles. This enables them to provide consistent support to meet the needs of children.

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

Children arrive at a welcoming and calm setting, enthusiastic and ready to learn. They feel excited at the start of the day and quickly join in with their friends playing on the carpet area. Children have access to a range of resources. They enjoy playing collaboratively with one another from the start and throughout the course of the day. Leaders and staff prioritise children's wellbeing, such as helping them to understand their feelings and emotions. This encourages children to truly express themselves and supports them to develop the confidence to seek help from trusted adults.

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

Children experience a positive structure to the day and are familiar with the routines that are in place. Staff encourage children to participate in circle times, where they excitedly hold hands with one another and sing songs together. Children demonstrate excellent turn-taking and sharing skills. For example, during circle times, children collaboratively talk about how they are feeling. They discuss topics, such as the weather and the months of the year. This shows that children feel secure and confident within the setting and routines and enjoy positive interactions with others.

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

All children, including those who face barriers to learning, are well supported at the setting. Their development and progress are closely monitored by staff, who ensure that appropriate adaptations are made to ensure all children can thrive. Children receive encouragement to develop their independence, resilience and curiosity in all areas of development. This is tailored precisely to their individual stages of learning. For example, staff are highly engaged throughout children's choices of play. They regularly communicate with children by asking questions throughout these experiences. Leaders and staff consistently follow children's

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Orchard Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 play cues. They allow children to develop their independence and curiosity by exploring their play environment independently.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards in creating a transformational impact on the experiences of children who need additional support to understand their emotions and feelings.

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About this inspection

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

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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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