Summary
- The provision is good Children are happy and secure.
- They have excel ent relationships with key persons and turn to them for comfort and cuddles.
- This helps to reassure them.
- Children mirror the kindness of staff in their interactions with their peers.
- They put arms around their friends when something has not worked out wel and show genuine compassion for one another's wel -being.
- Children have a clear understanding of the rules and know the expectations for their behaviour.
- They respond to positive reinforcement cheerfully.
- Staff know children wel and overal , have high expectations for them.
- They organise a curriculum that focuses on children's interests to help motivate them to learn.
- However, their new planning format is in very early stages and sometimes staff miss opportunities to enhance children's learning at the highest level.
- Staff work closely with external services, such as speech and language therapists, to help develop effective programmes of support for children with special educational needs and/or disabilities (SEND).
- This helps children who require additional support to thrive within the setting.
- Effective parent partnerships continued during the COVID-19 (coronavirus) pandemic.
- The manager shared information, ideas and home-learning sessions through a closed social media format and regular online video cal s.
- This helped to maintain communication and build a continuity of care and learning between home and pre-school.
- This contributed to easing settling-in procedures, when children returned.
- What does the early years setting do well and what does it need to do better?n Staff promote a love of reading and build on children's enthusiasm to explorebooks wel .
- They support children to use puppets, consider characters, retel , and create their own stories.
- This helps children to develop their imaginative skil s and improve their communication and language skil s successfully.n Children develop excel ent skil s to help them manage their own needsindependently.
- For example, staff encourage younger children to zip up their own coats and pul on their wel ington boots before accessing the outdoor space.
- Older children master using cutlery correctly and safely, to prepare fruits for a smoothie-making activity.
- They listen intently to instructions and are wel -prepared for their move onto school.n Staff promote children's wel -being and support making healthy choicessuccessfully.
- They talk to children about healthy food and drink, and the positive effects of physical exercise on their bodies.
- Children enjoy engaging in yoga and dance sessions.
- They access the outdoor space using their bodies to climb equipment and navigate the space around them confidently.
- Children develop good physical skil s.n The manager uses supervision meetings to help staff identify areas to enhancetheir skil s and knowledge.
- An effective programme of professional development is in place, to help staff to access further training, such as specific SEND
Extract from latest Ofsted Report.
Overview
Manager
Not yet updated
Owner
Humphries, Dawn Elizabeth Anne
Provider type
Childcare on Non-Domestic Premises
Provider subtype
Sessional day care
Local authority
Havering
Parliamentary Constituency
Romford
Education Stages
Year Founded
04/6/2018
Education Provision
Education Stages
Nursery / Early Years
0 - 3 year olds
Care Provision
Open all year
Open during half term
Full-day care sessions
Half-day care sessions
Before School care arrangement with local schools
After School care arrangement with local schools
School Holiday care for local school pupils
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Staff Information
-
Total number of staff
-
Number of care staff
-
Number of support staff
-
Number of other staff
Ofsted
Breakdown of Ofsted Rating: 21/6/2021
Food and Hygiene
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