Gingerbread Corner

Gingerbread Corner

Unique reference number (URN): 124925 Address: Grenaby Avenue, CROYDON, CR0 2EG Type: Childcare on non-domestic premises Registered with Ofsted: 01/05/1993 Registers: EYR, CCR, VCR Registered person: Gingerbread Corner

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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 make progress appropriate to their age and developmental stage. They generally demonstrate listening, attention and communication skills during group and self-initiated activities. For example, older children recall a story about a bear going on a hunt using their prior knowledge. They work collaboratively to repeat refrains and familiar phrases. Children celebrate these moments, which helps them to gain confidence and self-esteem. Children count confidently and use early mathematical language during playdough, water and sand activities. They strengthen their fine motor skills by manipulating materials, pouring and making shapes.

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Achievement Expected standard

Disadvantaged children and those with special educational needs and/or disabilities make typical progress from their starting points, such as in their social and care-help skills. They learn to play alongside their peers and show patience, such as when waiting for their turn. Children show their self-help skills, such as at mealtimes and by washing their hands without needing much help from staff. They develop independence, which helps to prepare them for the next stage of their learning and school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders role model positive behaviours. This approach enhances children's play experiences and makes them more enjoyable. Leaders encourage staff to set high expectations for children's behaviour and attitudes to learning. Children benefit from a calm and predictable environment. Staff use age-appropriate strategies, such as reminding children to 'sit nicely', to promote children's positive behaviour. They motivate children to tidy up their toys, which promotes respect for the environment. Over time, older children have learned to line up straight for a headcount after playing outside. They also follow the routine of taking off their shoes to help keep the indoor environment clean. These practices help establish routines that children can understand easily.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach children to take turns and share their toys. Generally, children play collaboratively. For example, toddlers enjoy exploring water together, giggling as they splash. Children sit together for group activities and mealtimes, displaying a sense of belonging. This contributes to children's personal and social development. Staff monitor children's attendance and promote punctuality. They proactively identify and address any patterns that may raise concerns about an individual child's welfare or wellbeing.

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Children's welfare and wellbeing Expected standard

Staff are warm and build positive relationships with children. They offer children spontaneous hugs and encouragement to help them feel safe and secure. This promotes an inclusive approach to meeting children's emotional wellbeing. All children, especially those who have recently joined or returned after the setting's closure, benefit from this approach. Disadvantaged children and those with special educational needs and/or disabilities typically receive one-to-one support. This enables children to access learning and engage in activities.

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Children's welfare and wellbeing Expected standard

Overall, staff promote children's physical health and personal safety. For instance, they encourage children to exercise and play outdoors regularly, which promotes their physical health. Staff manage children's allergies and dietary needs carefully to prevent food accidents. At mealtimes, they explain to children how to use cutlery correctly to teach them about personal safety. In addition, staff change children's nappies and clothes without delay for their comfort. However, some staff do not consistently follow the setting's hygiene procedures. For example, they do not clean their hands after wiping children's noses or dispose of the used tissues correctly. This does not protect children from cross- contamination and infectious illnesses. Children do not fully learn healthy life habits for their future, including their eventual move to school.

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Curriculum and teaching Expected standard

Leaders design a rich, age-appropriate, inclusive curriculum. They teach staff to observe and assess children's learning needs, including those who are disadvantaged and have special educational needs and/or disabilities. Generally, staff have a broad understanding of the curriculum and support children's language development by modelling words. For example, during a playdough activity, they use words, such as 'roll' and 'flatten', to help extend children's vocabulary. Children listen and repeat these words, supporting their communication skills. In the baby room, staff sing nursery songs to raise young children's language and understanding. They encourage all children to move their bodies to promote their strength and stamina. Young children develop their physical skills as they use see- saws, and older children have fun running in the garden.

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Curriculum and teaching Expected standard

Staff incorporate songs and numbers during play and planned activities. Older children, for example, help staff count from one to nine, showing their early counting skills. They enjoy using mathematical words, such as 'tall', 'big' and 'small' while building towers with toy bricks. However, staff do not consistently adapt their curriculum in the moment. For instance, during story time, they interrupt children's learning to conduct routine tasks. In another example, staff do not always respond quickly enough to children's emerging ideas and interests, such as during role-play. As a result, children do not benefit from all learning opportunities. This affects their ability to excel in their development.

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Inclusion Expected standard

Leaders identify and assess children's progress to ensure their needs are met. They work with staff to discuss how to support vulnerable children within the setting. For instance, staff working with the youngest children have completed training to enhance their understanding of brain development and safety measures. Leaders help staff create an environment that allows children to access learning and make typical progress. Children from various age groups and backgrounds arrive at the setting feeling happy and ready to learn. This includes children who are returning to the setting after a period of closure.

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Inclusion Expected standard

Staff identify disadvantaged children and those with special educational needs and/or disabilities to help them overcome barriers to learning. They work closely with parents and carers, and other professionals to address gaps, such as children's language and hearing needs. For example, staff hold regular meetings with parents to discuss how to best support children at home and in the setting. This collaboration helps children interact with others, reducing the barriers they encounter. Leaders use additional funding to support children who need extra help. For example, they provide sensory resources to help stimulate children's senses.

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Leadership and governance Expected standard

Staff are warm and caring, and build positive relationships with children. They offer children spontaneous hugs and encouragement to help them feel safe and secure. This promotes an inclusive approach to meeting children's emotional wellbeing. All children, especially those who have recently joined or returned after the setting's closure, benefit from this approach. Disadvantaged children and those with special educational needs and/or disabilities typically receive one-to-one support. This enables children to access learning and engage fully.

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Leadership and governance Expected standard

Leaders work closely with the local authority to identify the setting's strengths and areas for development. They recognise the importance of continuing to build staff confidence. Leaders also acknowledge that the curriculum is not fully embedded and that it is essential to clearly identify staff's individual training needs to ensure they implement the curriculum well and deliver high-quality teaching. They also need to address inconsistencies in staff hygiene practices.

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Leadership and governance Expected standard

Despite these challenges, staff feel well supported in their work with children and for their own wellbeing. They enjoy working at the setting and appreciate the teamwork fostered in the workplace. Leaders collaborate effectively with parents and provide regular feedback about their children's progress. Parents agree and commend the service they and their children receive. This partnership promotes a consistent approach to children's learning, which benefits all children, including those who are disadvantaged or have special educational needs and/or disabilities. For example, children who previously had limited language skills are now beginning to express themselves using words.

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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 keen to attend the setting, showing they feel safe and happy as they arrive. They freely access the inclusive indoor and outdoor environment. Typically, children experience a rich, age-appropriate curriculum to prepare them for their stage of learning. They have opportunities to practise and test their previous learning, such as at story time. Older children work together to retell a story about a bear, showing their language skills and confidence. Children gain social skills by playing with their peers and staff. They learn to follow instructions, such as forming a line for a headcount. Children develop their physical skills and understanding of personal safety. They have regular outdoor play, which benefits their physical health. Babies enjoy using the outdoor equipment to practise their balance and coordination. Older children explore natural resources at the mud kitchen, promoting

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

their creativity and curiosity. Children, including those who are disadvantaged and with special educational needs and/or disabilities, make typical progress from their starting points.

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

Children learn positive behaviours from staff, which enrich their play experiences. Staff's high expectations motivate them. Children find staff friendly and approachable. This helps to establish secure connections with staff. They receive spontaneous hugs and words of encouragement to help them feel emotionally secure. Children enjoy their time at the setting. They laugh, play and show a sense of belonging. Younger children enjoy singing songs, which help develop their language skills. Older children delight in building towers or 'sprinkling' sand, supporting their mathematical and physical development. Children show positive attitudes towards their learning.

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:30

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Next steps

Leaders should increase support for staff to implement the curriculum consistently and improve teaching to maximise children's learning. Leaders should strengthen staff supervision to identify training needs and raise standards to the highest level. Leaders should help staff review their hygiene procedures to promote more consistent care practices.

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About this inspection

The inspector spoke with leaders, staff 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 provision that is registered on the Early Years Register. The registered person must ensure that the provision complies with the statutory framework for children's learning, development, and care, known as the early years foundation stage.

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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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