|Name||Abacus Nursery and Childcare|
|Ofsted Inspection Rating||Outstanding|
|Address||Craythorne Lane, New Romney, Kent, TN28 8BL|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (29 November 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
What is it like to attend this early years setting?
The provision is outstanding
Children flourish in this exciting and innovative eco-nursery. Leaders’ exceptionally high expectations for every child are matched by staff’s ability to teach children to the highest level. Children excitedly engage with stimulating activities that have been designed around their interests, cultures and learning styles. They are captivated by meaningful activities that teach them about their world. For instance, young children look carefully at the structure of leaves on a light box. Outside, children enthusiastically hunt for ’aliens’ as staff cleverly introduce scientific concepts such as ’dissolving’ and ’colour-mixing’.Children’s behaviour is excellent. They learn to accept one another’s ideas and to listen. All children regulate their own behaviour well, and they independently overcome minor difficulties. Children are learning to think about others, in age-appropriate ways, to help them live successfully in a modern world. For example, during snack time they are taught to take what they need and share what they do not need with others.Children have a positive ’can-do’ attitude. They are highly motivated, independent and confident. They have formed exceptionally close bonds with staff, who are calm, nurturing and skilful practitioners. Children’s learning is fully extended as staff subtly join in with their play to challenge their thinking and develop their problem-solving abilities.
What does the early years setting do well and what does it need to do better?
Leaders are inspirational. They bring together academic research and their observations of children to provide an exceptional environment that fully supports children’s emotional security and learning needs. Alongside the well-qualified staff, they develop an aspirational curriculum that helps children to become life-long learners. Additional funding is used fully effectively to enhance children’s experiences, and to train staff to work closely with other professionals and settings children attend.Staff go above and beyond in their commitment to ensuring activities are coherently planned around children’s needs and interests. Children are highly engaged in their play. Plans for children with special educational needs and/or disabilities, and for those who speak English as an additional language, are excellent. Interventions are precisely targeted, and teaching is consistent. As a result, all children make rapid progress in their learning.Children’s communication and language skills are extended and supported exceptionally well. Staff teach new words and use signing to build strong foundations for listening and speaking. Children share wonderful experiences, such as playing on a pretend rocket, which make them excited about speaking and sharing their opinions.Staff anticipate the needs of children extremely well, demonstrating warmth and understanding during all interactions. Children show high levels of respect for one another.Parents are ’falling over themselves’ to share their personal stories of how staff support them to care for and help their children. They know what their children are learning and how to continue their learning at home. One parent says, ’all children feel special in this nursery’.Leaders precisely target improvements for teaching and the environment. For example, a long-term sustainability project aims to teach children about becoming useful citizens in a changing world. Staff are helping children understand their role in creating a sustainable future, such as through re-using and recycling, saving water and making links with other children throughout the world.Children eagerly develop their skills in mathematics and literacy in meaningful ways. They have constant access to writing materials, and they confidently create labels, draw maps and write their names while they play. They thoroughly enjoy counting and measuring as they create recipes from cereal and foam when they role play in the ’mud kitchen’.Children learn about healthy lifestyles. They have access to plenty of space, in a truly inspirational outside area, where they can run and happily challenge their physical skills. They enjoy growing their own vegetables and fruit and share nutritious meals.Children share stories as they learn about their similarities and differences. There is a strong connection to the local community which is celebrated in photographs and resources, for example a boat to reflect those who work on the lifeboats and engineering items from the nearby power station.
The arrangements for safeguarding are effective.Staff’s safeguarding knowledge is excellent and is acutely relevant to the needs of the children and the community. All staff are well trained and highly vigilant. They know how to share any concerns or worries about children’s welfare. Staff act swiftly and persistently to ensure every child is safe and well protected. They work closely with other professionals, to ensure consistency in care and support with early help. There is a robust recruitment process and a thorough induction for all new staff to ensure their suitability to be with children. Wider safeguarding issues, such as extremism, are fully understood by all staff.