“Children are happy, settled and eager to learn.”
“Babies’ communication and language is constantly being promoted.”
“Children leave the setting as confident and independent learners. They have the skills they need to be successful at school.”
“Staff are approachable and keen to work with parents to meet their children’s individual needs.”
You can read the full report on the Ofsted website.
“Inspection findings Effectiveness of leadership and management is good.”The arrangements for safeguarding are effective. Staff responsible for the safety and well-being of children have a good understanding of their role. They attend relevant training that keeps them up to date with more current issues, such as protecting children from the risk of radicalisation, extremism and practices that may harm them. Staff fully understand the procedures they must implement to help safeguard children. The recruitment of staff helps to ensure adults are suitable to work with children. Leaders and managers have a clear action plan in place that they constantly review and update. Parents comment that staff are approachable and keen to work with them to meet their children’s individual needs.”
“Quality of teaching, learning and assessment is good Babies’ communication and language is constantly being promoted. Staff use the names of babies to gain their attention, make good use of single words and repeat babies’ babbles. Babies find a tin and some clothes pegs. They spend time concentrating on using their fingers to open and close the pegs and find out how to attach them to the side of the tin. Toddlers run around exploring what is on offer. They are confident using outdoor equipment, such as slides and are determined to work things out for themselves. For example, they bend their bodies to move underneath pipes of different heights until they find the one they easily fit under. Children listen to, understand and follow simple instructions, such as when they are seeking a teddy hidden by staff. They change direction when prompted by the fast and slow clapping which indicates whether they are getting closer or further away.”
“Personal development, behaviour and welfare are good Children are happy, settled and eager to learn. They have no hesitation in seeking cuddles and reassurance when they need them. This shows they have good relationships with staff and feel safe. The key-person system is well embedded and the involvement of parents in their children’s learning is of a high priority. Parents are provided information about educational websites, they attend ‘stay and play’ sessions and fund-raising coffee mornings. The key person begins their relationship with children by visiting them in their own home at the start of the settling-in process. They are also closely involved with children’s move on to school. They invite teachers into the setting to meet the children and share information about their individual needs and progress to date. Outcomes for children are good. Children leave the setting as confident and independent learners. They have the skills they need to be successful at school. Children join in group activities and understand how to share and take turns. Children show an interest in learning to write and recognise their name. Children have good physical skills and develop independence, which is shown as when they put on their own coats and shoes. Children enjoy sharing experiences, such as listening to a favourite story”