Little Wonders Nursery

Little Wonders Nursery

Unique reference number (URN): 2535296 Address: Castlemere Community Centre, 60 Tweedale Street, Rochdale, Lancashire, OL11 1HH Type: Childcare on non-domestic premises Registered with Ofsted: 04/07/2019 Registers: EYR, CCR Registered person: Little Wonders (Early Years) 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

Throughout the nursery, children benefit from a focus on their personal, social and emotional development. Children build secure relationships with staff and their peers. They learn to share and take turns. This builds children's emotional resilience and empathy. Children benefit from high behavioural expectations, and listen to and follow instructions appropriate to their age and stage. For example, children use their manners, saying 'please' or 'thank you'.

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Achievement Strong standard

Children access a range of activities that support their development in all areas of learning and that spark their natural curiosity. For example, babies scoop rice, filling containers and pouring with natural intrigue. Children from a young age show confidence in making independent choices about their learning and are eager to explore the provision on offer. For example, some children create their own portraits in the creative area while others listen to stories.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities and those facing barriers to learning, make excellent progress from their starting points. Children consistently receive the support they need to meet personalised milestones. This means that all children are very well prepared for the next stage of their learning journey.

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Behaviour, attitudes and establishing routines Strong standard

Leaders embed a highly respectful and wholesome environment where all children thrive and achieve. Children consistently reach their full potential with staff who are finely attuned to their uniqueness and individual needs. Leaders provide flexible sessions, which is praised by families. This supports all children, particularly those with special educational needs and/or disabilities, to settle into the setting's life at the pace that best suits their needs. Leaders swiftly identify non-attendance. They support families and children to establish a solid foundation for regular attendance as they move on to school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are positive role models, and are kind and caring. They establish rooms that are calm and welcoming to children. As a result, children behave excellently, settle smoothly into routines and have positive attitudes to learning. Staff consistently consider children's ages and stages when maintaining expectations of behaviour. On occasion, where children are still settling and become upset, staff swiftly offer comfort. For example, they offer children cuddles and reassurance. This positively supports children's motivation levels and attitudes, which reflect a clear sense of belonging. When children encounter problems, they tackle them both independently and together as a team. This reflects their increasing confidence in managing their own feelings. Children have positive attitudes to learning and are keen to celebrate their achievements. For example, they sing along while saying hello to

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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's welfare and wellbeing. They hold children at the heart of all they do. Leaders and staff complete training in line with new statutory guidance. For example, they reflect on their knowledge and understanding of safer sleep practices. They also closely align their practice with that of the children's families in order to support a home- from-home feeling. This enables staff to support key stages of development, such as weaning, feeding and early self-care, effectively. Care practices are calm and respectful. Children receive the support they need to learn how to feed themselves. For example, they scoop food and drink with increasing independence. Leaders and staff have a comprehensive knowledge and understanding of the setting's children. They are highly responsive to the varying needs and changing circumstances of individual children and families. Children know the routines well, which motivates them to develop long-lasting

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Children's welfare and wellbeing Strong standard

healthy habits. This fosters a solid foundation for self-care, physical health and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Staff promote children's physical development by providing them with daily opportunities to climb, balance and explore the outdoor area. Staff encourage children to think about keeping themselves and others safe while remaining active. Children develop clear attachments with their key person. Babies seek comfort from familiar adults, while older children competently and confidently share their ideas with staff. For example, while listening to a story, children raise their hands to share what their favourite fruit is. Parents and carers express full confidence in their children's key persons, noting that they understand their child's preferences and needs. Staff consistently ensure that every child feels safe, valued and supported, reinforcing children's sense of belonging.

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Curriculum and teaching Strong standard

Leaders have implemented a highly inclusive and ambitious curriculum for all children in order to meet their needs. Staff consistently teach the curriculum to a high standard. They receive careful coaching and training to ensure that their understanding of the curriculum meets the individual needs of their children. Staff skilfully share their knowledge of curriculum aims and the ways in which consistent adaptations ensure that their offering is age- and stage-appropriate. This means that teaching is consistently of a high quality and supports children's outcomes across all areas of learning.

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Curriculum and teaching Strong standard

Staff are highly responsive and effective in every interaction. They take full advantage of every teaching moment that arises in the room. Leaders and staff place a high focus on children's personal, social and emotional development to ensure children feel safe and secure. Children build excellent relationships with their key persons, who work tirelessly to ensure that their individual needs are catered to. Staff hold highly engaging conversations, which develops children's emerging communication and language. They give children time to practise and embed new language and skills through purposefully planned activities. For example, the youngest children learn animal names and the older children count resources out as they share with their peers.

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Curriculum and teaching Strong standard

Staff's in-depth knowledge of each child's unique needs and stages of development allows them to plan short, sharp and impactful sessions that spark the children's curiosity. For example, in learning that prioritises children's understanding of their bodies, children engage in naming each body part and sharing their understanding of how they use it in everyday life.

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Inclusion Strong standard

Leaders and staff work collaboratively to identify children's needs at the earliest opportunity through clear observation and assessment processes. They ensure regular and open communication with parents and carers. This ensures that all children's needs are met through the implementation of systematic adaptations to routines and the curriculum offered. Leaders passionately work to celebrate children's uniqueness. This means that all children's needs are consistently met at this highly inclusive setting. Staff respond positively and swiftly when changes are required. For example, they implement support plans as needed to ensure that children's learning opportunities are meaningful. This means that children feel safe and secure. Partnerships with parents and external agencies are a strength of the setting. Leaders seek the views and support of external agencies to best support children with special educational needs and/or disabilities to allow them to make progress.

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Inclusion Strong standard

Leaders use additional funding carefully to overcome barriers to learning that have been identified. They regularly review spending to ensure it consistently has a positive impact on the individual needs of children. For example, leaders use assessment and tracking, as well as communicating with families, to ensure that resources and support remain highly impactful. They make enhancements to provision that link to children's interests. This helps those children who face barriers to learning engage with high levels of focus. Staff adapt activities according to individualised next steps, so children are successful. This ensures that every child confidently and smoothly progresses on to the next stage of their education.

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Leadership and governance Strong standard

Leaders are passionate and ambitious. They systematically reflect on the setting's practice in order to drive continuous improvement to enable children to flourish in their care. Leaders have a clear and accurate understanding of the setting's strengths. They use regular opportunities to monitor children's progress to identify priorities to continually improve the quality of education that their children receive. Leaders are quick to identify any adaptations that may be required, and use this information to enhance experiences for all children.

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Leadership and governance Strong standard

Leaders choose purposeful professional development linked to the setting's needs and requests from staff. Regular and purposeful supervision sessions ensure staff are supported with personalised goals and a drive to perform in their roles. This, in turn, inspires excellence for children. Staff report feeling consistently well supported, with manageable workloads and high levels of wellbeing.

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Leadership and governance Strong standard

Leaders cultivate close collaboration among staff, families and external professionals. This enables staff and children to thrive. For example, leaders have played a pivotal role in coordinating targeted interventions for children who need additional support, resulting in extremely positive outcomes. Leaders and staff keep parents and carers well informed. They effectively support them to continue their children's successful learning and development at home. For example, the setting releases weekly videos to support parents and carers with a range of matters. Leaders make positive links within their local area and make a positive contribution among the community. For example, they support local fundraisers and hold charity events at the local community centre. Children benefit from regular trips into the community to secure them with a deep understanding of where they live and grow. Leaders' willingness to strive

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Leadership and governance Strong standard

for the very best for their children is reflected in their consistent reflective approach to leadership. This focused attitude results in them securing excellent outcomes for all children who attend this setting.

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

Children arrive happily and settle quickly into activities that capture their interest. They are greeted by staff who are nurturing, warm and responsive to their individual needs. Children feel secure in routines that are well known and established. They build secure relationships with their key persons and the wider team. As a result, children demonstrate a deep sense of belonging.

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

Children feel safe, valued and excited about learning. They demonstrate positive attitudes towards their learning and enjoy exploring the engaging rooms. For example, children say 'Wow, look' as they eagerly choose from carefully planned experiences that spark their curiosity. Children enjoy accessing free play that covers all areas of learning. They engage well with planned activities that build on what they already know and can do. Children proudly show off their achievements, which are well praised by the staff working with them. Children's personal, social and emotional development is nurtured in the nursery. Children

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About this setting

Unique reference number (URN): 2535296 move confidently around the rooms, accessing a range of activities and seeking support and comfort from staff when they need it.

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About this setting

Children's individual development and progress are consistently well supported by staff, who are dedicated to their roles. Children's independence is encouraged as staff build self-care routines into daily practice. For example, children wash their hands before mealtimes and self-register upon arrival. Transition periods are adapted as needed, particularly for those children facing barriers to learning. This ensures that all children can learn and thrive in a way that best suits them. Children's interests are carefully considered throughout the setting. Their key persons take the time to get to know them well by reaching out to families to ensure they are well catered for. For example, babies access a sensory-themed large tray, which supports their love of textures and helps them to settle.

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About this setting

Children build warm friendships with their peers and communicate with increasing confidence with one another. For example, children smile as they sing their friends' names as part of their daily welcome routine. Children, including those with special educational needs and/or disabilities, benefit from personalised learning and communication strategies that enable them to participate fully.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator, children and parents and carers 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.

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Address:

Castlemere Community Centre 60 Tweedale Street Rochdale Lancashire OL11 1HH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Wonders (Early Years) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:15

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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.

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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

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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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