Summary
- The provision is good Children are welcomed into a calm environment by happy staff.
- They smile as they arrive and are confident to start their day.
- They demonstrate that they feel safe and secure.
- Children select their own resources from a wel -planned environment.
- Younger children laugh as they share play experiences with their peers and enjoy story times together.
- Children are eager to join in with activities and even the youngest children try hard to succeed in their learning.
- Staff know children wel .
- They consider children's backgrounds and experiences when planning the curriculum.
- Children's interests and developmental needs are known by all staff.
- All children receive targeted support when gaps in learning or barriers are identified.
- Children behave wel and are supported by staff to manage their own feelings and emotions.
- Children are confident to communicate their needs.
- When verbal language is a barrier, staff introduce sign language.
- There are secure arrangements in place to support children with special educational needs and/or disabilities (SEND) or those for whom English is an additional language.
- Younger children enjoy playing and learning within a large sensory room.
- They are encouraged by staff to try new activities, such as a barefoot walk in coloured sand.
- They develop physical skil s as they catch and pass a large yoga bal and balance on soft play blocks.
- Younger children lead their own learning, which develops their confidence and self-esteem.
- Together with staff, they act out 'Row, row, row your boat' in a large boat-shaped pool fil ed with clear balls.
- Staff support younger children's imagination as they join in with their play, using pretend oars to row the boat.
- What does the early years setting do well and what does it need to do better?n An effective key-person system is in place.
- Staff know their children wel andunderstand their starting points.
- Staff analyse the information parents share with them during parents' evening and daily communication to help children meet their next steps in learning.
- Regular reports are sent to parents to ensure children's learning and progress are shared.
- Parents' knowledge of their children is valued by staff and adds to the success of the day.
- Managers and leaders invite parents to have an active role in the organisation of the setting's curriculum.
- Parents comment that they feel fully updated about their children's learning.n During the COVID-19 (coronavirus) pandemic, the setting stayed in contact withthose families whose children did not attend.
- Key persons regularly contacted families to support their wel -being and share ideas for them to continue children's learning at home.
- For example, seeds were sent home for children to learn about growth.
- During the pandemic, leaders adapted parents' evening
Extract from latest Ofsted Report.
Overview
Manager
Not yet updated
Owner
Berrington Lodge Limited
Provider type
Childcare on Non-Domestic Premises
Provider subtype
Full day care
Local authority
Wolverhampton
Parliamentary Constituency
Wolverhampton South West
Education Stages
Year Founded
15/8/2018
Education Provision
Education Stages
Nursery / Early Years
0 - 3 year olds
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Staff Information
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Total number of staff
-
Number of care staff
-
Number of support staff
-
Number of other staff
Ofsted
Breakdown of Ofsted Rating: 24/8/2021
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