Toad Hall Day Nursery and Pre School

Toad Hall Day Nursery and Pre School

Unique reference number (URN): 2827281 Address: Wyburns Primary School, Nevern Road, Rayleigh, SS6 7PE Type: Childcare on non-domestic premises Registered with Ofsted: 27/03/2025 Registers: EYR Registered person: Dicky Birds Pre School Nurseries 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 Strong standard

Children flourish and receive deep learning experiences because leaders effectively prioritise their education. The curriculum supports children's progress as they confidently demonstrate their learning through cooperation and negotiation with their peers. Children's individuality is celebrated through allowing them to develop organically and at their own pace. For example, children's current stage of learning is recognised and supported according to their child's needs by the highly responsive staff.

p.2

Achievement Strong standard

Children are well prepared for their next stage in learning, including transitions on to school. Their learning experiences build on familiarity. For example, revisiting books provides the children with the opportunity to consolidate and extend their learning. Children's individual needs and abilities are supported through adaptations to the curriculum. Children are effectively advocated for by highly reflective leaders who ensure they are ready for the next stage in their learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children understand what is expected of them, and as a result, they thrive and develop a positive attitude to learning. Both children and staff are kind and respectful. Expert modelling from staff in how to communicate and collaborate well together supports children to engage with others respectfully. Children are supported in their positive interactions with peers as staff sensitively reinforce respectful actions and responses. This is demonstrated by staff modelling language for communication with peers to help them work through a range of situations.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are supported to develop their independence at levels appropriate to their age and stage of development. Young toddlers are encouraged to complete independent actions in the handwashing routines and to collect their drinks before sitting at the table for lunch. Older children are encouraged to be fully independent in carrying their own dinner plates and scraping their own discarded food at mealtimes.

p.2

Behaviour, attitudes and establishing routines Strong standard

Family connections are deep rooted throughout the setting. Staff know families well and the extended wider family network is also secure. They prioritise getting to know families and build relationships significantly well, which ensures they can support children effectively and promote regular attendance.

p.2

Children's welfare and wellbeing Strong standard

Children's individual needs are prioritised through staff's comprehensive knowledge and highly effective practice. Children are developing autonomy in hygiene practices through well-established routines, such as handwashing in lower age-appropriate sinks. Young toddlers initiate routines independently after indicating they are hungry as they can access their mealtime at a time of their choosing. Children explore independently and confidently, fully utilising the resources available to them. There are personalised strategies in place to support children, and the effective key- person system enhances this further. Children also build relationships with the wider staff team as they confidently approach a range of trusted adults when seeking comfort and engagement. Staff ensure that children can sleep safely, and they demonstrate clear consistent knowledge of monitoring and record keeping. Children are safe as they navigate

p.2

Children's welfare and wellbeing Strong standard

their environment and engage with staff who follow clear, consistent procedures, to ensure their wellbeing is paramount.

p.3

Children's welfare and wellbeing Strong standard

Healthy, nutritious food is prepared on site and healthy engagement with food is promoted through conversations at mealtimes and the tailored educational programme. Children benefit from provision that is adapted for those who struggle with trying new foods, which is creating successful outcomes. Children's emotional-wellbeing needs are supported by staff who communicate well and adjust and adapt their care to support individual needs. For example, children are easily settled quickly when uncertainty or minor conflicts occur.

p.3

Inclusion Strong standard

Children are supported by leaders and staff who have high expectations for them, which includes those with special educational needs and/or disabilities. Children are flourishing in this inclusive environment where experiences, such as early language development, are promoted through the effective teaching of specifically designed activities. Children demonstrate confidence as they engage in activities and receive further support from staff to develop. Children are sociable and engage well with each other, embracing differences. Their needs are identified early and efficiently with all children being supported to succeed because of established relationships and the knowledge and skills of staff. For instance, staff scaffold play, and consider their interactions carefully to provide personalised approaches that maximise learning. Children work cooperatively together and enjoy playing with their peers.

p.3

Inclusion Strong standard

All children access tailored educational programmes that help to reduce barriers to learning. Staff pre-empt the support children need, adapting activities seamlessly to swiftly close gaps in learning. Leaders ensure that additional funding is used effectively to meet children's needs and support their development, and children are making progress as a result. Leaders are highly knowledgeable and committed to providing a secure foundation for children's learning. They share their practice with other provisions in their community as they coach other early years professionals. Every child has what they need to succeed through staff collaboration, effective partnerships with parents and outside agencies. Staff guide parents with understanding of their children's developmental milestones as they work in partnership together. Parents feel heard and are very much included in their child's journey. For example, children are encouraged to taste new foods and transfer these skills within the

p.3

Inclusion Strong standard

home through collaboration with parents.

p.3

Leadership and governance Strong standard

Children are championed by proactive leaders who plan for their success while maintaining high standards of care and wellbeing. Children receive individualised support with leaders ensuring that the staff's workload and opportunities for progression are valued and

p.3

Expected standard

manageable. Both children and staff are supported by leaders who ensure that a productive environment for learning and development is available. Leaders effectively use staff supervision and their evaluations of the setting to bring about improvement. This promotes consistency within the team itself and helps the staff to gain experience and further develop their skills. Leaders recognise there are some inconsistencies within teaching elements of their curriculum and have plans to secure consistency for development.

p.4

Expected standard

Leaders and staff make a positive contribution to the ethos of the setting, creating a highly successful environment where children are nurtured through curiosity. Leaders coach early years professionals within the wider community, particularly to share their good practice in caring for children who face barriers to their learning. This provides an opportunity for staff and leaders to improve the lives of children beyond their own setting and empowers other professionals to effectively support children. Staff and parents speak highly of leaders and the support they receive.

p.4

Expected standard

A wider leadership structure supports the leadership team in implementing their vision and promoting inclusivity at the setting. This enables leaders to ensure that children are at the heart of everything they do as they strive for achievement for all.

p.4

Curriculum and teaching Expected standard

Children are accessing an effectively sequenced curriculum with support of experienced staff who guide their learning and progress. A range of well-planned activities are devised to enhance the curriculum further. For example, support for early language development focuses on attention to sounds and children expressing their needs. Children engage with songs and rhymes, which supports their learning and has a noticeable impact on their emotional wellbeing and their growing communication skills. For example, children take part in spontaneous and planned singing activities that enhance skills, develop language and build cooperation. Mathematical understanding is promoted through teachable moments. For example, staff engage in conversations about colours and shapes and use positional and size language when building structures alongside children.

p.4

Curriculum and teaching Expected standard

Children develop a love of books and reading as staff sensitively encourage turning pages and joining in with vocabulary. Children make links to prior learning when engaging in a story activity with an adult. They then transfer their learning to a different activity. Rich conversations take place, focusing on emotions and relating this to real personal experiences. Children are encouraged to listen to each other, and all children are given opportunities to participate, which extends their social and emotional development. Children benefit from the experienced staff's positive approaches and interactions which are individual to their needs. Leaders have accurate knowledge of the curriculum provided for children and the assessments staff complete of children's progress, and use this to strive for improvement so that all children are supported to reach their potential.

p.4

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

Children are safe, happy and thrive in this setting. They have a deep sense of belonging, displaying confidence when engaging with the activities. Children are meeting their potential and excelling in their progress from the outset. All children have successful transitions when they first start and through their journey in the setting and into school, including those who encounter barriers to learning. Children are supported effectively by adults who know them well and who are passionate in securing the best outcomes. Where children need additional support, leaders effectively use funding and resources to support their progress and learning. Children's individuality is championed with staff working in partnership with parents, consistently sharing information about children's wellbeing and the progress they are making. Leaders promote the significance of regular attendance for all children.

p.5

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

Children have secure bonds with staff and confidently approach adults during their play, demonstrating trusted connections. Older children talk with adults, effectively taking turns in their engaging conversations. Children receive a rich curriculum, involving tailored programmes which have been planned to support children's progress. These programmes focus on communication and language, and music and movement. Children engage in stories which are embedded within an effectively sequenced curriculum. They experience growing and eating a range of foods to support their healthy lifestyle. Children are valued and supported to become independent, appropriate to their individual needs and abilities. Routines, mealtimes, and general provision support them to recognise their own needs. For example, children who know they feel hungry can initiate when they access meals. Children are confident, social, and inspired by the learning opportunities. They play alongside and

p.5

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

with peers, building future life skills.

p.5

Next steps

Leaders should help staff to consistently support children to deepen their learning during teachable moments.

p.5

About this inspection

The inspector spoke with a range of leaders, practitioners, the special educational needs coordinator, apprentices, children and families during the inspection.

p.5

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

p.5

Address:

Wyburns Primary School Nevern Road Rayleigh SS6 7PE

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Dicky Birds Pre School Nurseries Limited

p.6

Address:

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

08 to 4

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

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

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

p.7

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.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.7

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.7

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 .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8