Fun Farm City Nursery

Fun Farm City Nursery

Unique reference number (URN): EY558646 Address: 21 Newland, Lincoln, Lincolnshire, LN1 1XG Type: Childcare on non-domestic premises Registered with Ofsted: 20/04/2018 Registers: EYR, CCR, VCR Registered person: Fun Farm (Lincoln) 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 Needs attention

Children with special educational needs and/or disabilities are not being supported to close gaps in their learning. This includes not receiving support to help them develop their communication and to regulate their emotions. This means that children are not able to learn as much as they are capable of in preparation for their move on to school. Children show their imagination. This includes younger children holding a stone to their ear and saying 'hello', pretending it is a telephone. They put toy dinosaurs and dolls to bed, placing a blanket over the toys. Older children play with soil, pretending to make soup and to find buried treasure. Children develop their balance and coordination. This includes copying staff to hold out their arms as they walk across wooden beams. Older children confidently ride balance bikes in the garden and move them around objects with ease, showing spatial awareness and accuracy.

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Behaviour, attitudes and establishing routines Needs attention

Leaders do not support staff to follow specific targets for children with special educational needs and/or disabilities to meet their individual behavioural needs. This results in some children not being provided with consistent messages about how to behave and regulate their emotions. That said, some older children are supported to manage their behaviour. This includes staff praising children for their achievements, such as when they share toys.

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Behaviour, attitudes and establishing routines Needs attention

Children show an understanding of following routines that are embedded by staff. For example, when staff say to older children 'cock-a-doodle-do', children stop what they are doing and say, 'I see you.' Music is then played to initiate children tidying away toys. Children show a positive relationship with staff and their peers. They listen, follow staff's instructions and show an understanding of what will happen next. Children show enjoyment when they play alongside their peers.

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Behaviour, attitudes and establishing routines Needs attention

Leaders liaise with parents if they have any concerns about children's attendance. Additional support is put in place to support families who face barriers to their children attending, to help promote punctuality.

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Children's welfare and wellbeing Needs attention

Leaders and staff do not work effectively with all parents and other professionals to find out about the individual needs of children with special educational needs and/or disabilities. This means that staff do not have up-to-date information about children to be able to meet their care needs effectively. For example, staff do not liaise with parents about how best to support children to manage their emotions when they become frustrated. Additionally, when children visit other professionals, such as speech and language therapists, leaders and staff do not seek information about children's needs.

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Children's welfare and wellbeing Needs attention

Children are supported to follow hygiene practices, such as to wash their hands prior to eating. Staff talk to children about washing their hands to remove the germs. This helps children to understand why they need to do this. Staff help children to develop their knowledge of other healthy practices. This includes running in the garden to make their muscles grow and understanding healthy food options.

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Children's welfare and wellbeing Needs attention

Children wear high-visibility vests when they go on trips away from the nursery. This helps them to be easily seen to promote their safety. Staff support children to learn how they can keep themselves safe. This includes reminding children to hold onto the banister as they walk down stairs and to hold onto a rope with their peers as they move from indoors to the garden. On outings, staff support children to learn about stranger danger and road safety.

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Curriculum and teaching Needs attention

Leaders and staff do not implement an effective curriculum for all children, including those with special educational needs and/or disabilities (SEND). Due to some staff spending considerable lengths of time supporting children's personal, social and emotional development, they are unable to provide high-quality teaching and learning to support other aspects of development. This results in the individual learning needs of some children, including those with SEND, not being met effectively.

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Curriculum and teaching Needs attention

Staff support children to develop their mathematical skills. This includes modelling counting in low numbers for younger children and introducing language to support their understanding of capacity. Staff help children to understand the names of objects they play with. For instance, when children say they are playing with a toy shark, staff explain it is called a whale. Staff ask older children questions to encourage their thinking skills. This includes asking them to remember animals that play in mud and giving them clues, such as, 'It is pink.' Children think and respond with the answer 'pig'. Staff support children to develop their physical skills. For instance, they show them how to hold out their arms as they walk across balancing beams.

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Inclusion Needs attention

Leaders identify individual targets for children with special educational needs and/or disabilities. However, they do not share this information with all staff to help them support some children's individual needs and to help close gaps in their learning. Furthermore, when some staff do know children's targets, they are not supported to implement these effectively to help make a positive difference to the experiences children receive.

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Inclusion Needs attention

Staff make some adaptations to meet children's individual needs. This includes providing them with equipment and making changes to activities to promote their independence. This enables them to play alongside their friends. When children experience change in the home environment, staff help them to prepare emotionally for this. For example, staff offer children opportunities to play with dolls when they expect new siblings in their families.

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Inclusion Needs attention

Children who speak English as an additional language are supported to have a sense of belonging in the nursery. This includes staff using key words in their home languages to greet children when they arrive and helping them experience foods from different cultures. Leaders understand how to spend any additional funding children receive effectively. This includes purchasing resources that enable children to follow their interests in role play.

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Leadership and governance Needs attention

Leaders do not have an oversight of staff's roles and responsibilities to implement an effective curriculum for all children, including those with special educational needs and/or disabilities (SEND). This results in some children not benefiting from the experiences staff offer them to help close any gaps in their learning. For example, staff do not help children with SEND to build on their speaking skills or to manage their behaviour appropriately.

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Leadership and governance Needs attention

Leaders and staff reflect on some aspects of practice and identify how to make improvements. Changes have been made to secure staff's understanding of safeguarding policies and procedures to promote children's safety. Leaders identify further changes they want to implement that include creating a separate space in the garden for younger children, to promote their safety when they play outdoors. Additionally, staff intend to implement toothbrushing for all children, to promote their oral health.

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Leadership and governance Needs attention

Staff take children into the community to broaden their experiences. This includes taking children to pet shops and local attractions to learn about animals. Staff share information with parents about children's learning and development. They give parents ideas to continue children's learning at home, such as for parents to share books with children to support their communication and literacy skills.

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Leadership and governance Needs attention

Leaders provide staff with some support for their practice. This includes inviting them to attend supervision meetings to discuss their practice and wellbeing. Staff attend training courses to develop their knowledge of how to support older children to understand their feelings and emotions.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

The needs of children with special educational needs and/or disabilities are not met well enough. They are not fully supported to close gaps in their learning, such as with their communication and behaviour. This is because the curriculum does not support all children to progress effectively from their starting points in learning.

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

Children are supported to feel safe and secure when they start. They attend settling-in sessions where they are able to become familiar with staff and the environment gradually. Children have opportunities to look at photos of family members if they become upset, helping to promote their wellbeing. Information about children's abilities and interests is gathered from parents when children first start attending. This helps staff to plan for some of their needs. Children's attendance is monitored to help promote their welfare. If children do not arrive when expected, contact is made with parents to find out the reasons why.

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

Children show positive relationships with their peers and staff. For instance, older children talk about their dancing experiences and show staff their dance moves. Children's views are taken on board and responded to appropriately, helping them to develop the confidence to share their thoughts. When other older children try to talk to staff at the same time, they are supported to wait their turn, helping to promote manners. When children arrive, they bring their friends flowers they have picked on the way to nursery, showing kindness for others. Children are asked to recall their previous learning about flowers, such as that they have a stem.

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

Children learn how to complete tasks on their own. This includes using tongs to serve themselves food at snack time. Children select their plate and cups and use cutlery. They learn the dangers of using knives and how to use them safely.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure leaders monitor staff's understanding of their roles and responsibilities to implement a curriculum for all children, including those with special educational needs and/or disabilities 10/11/2026

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Action Completion Date

ensure leaders and staff plan and implement arrangements to support children with special educational needs and/or disabilities, in partnership with parents and other professionals 10/11/2026

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Action Completion Date

ensure leaders and staff support and manage all children's behaviour in an appropriate way 10/11/2026

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About this inspection

The inspectors spoke with the leaders, staff 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 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. Lincolnshire LN1 1XG Type: Childcare on non-domestic premises

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About this inspection

Registered person: Fun Farm (Lincoln) Limited

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About this inspection

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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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

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 .

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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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