Coccinelle - Ofsted

Coccinelle
663 Barking Road, London, E13 9EX
Inspection date
Previous inspection date
The quality and standards of the
early years provision
10/09/2012
Not Applicable
This inspection: 3
Previous inspection: Not Applicable
How well the early years provision meets the needs of the range of children who
attend
The contribution of the early years provision to the well-being of children 3
The effectiveness of the leadership and management of the early years provision 3
The quality and standards of the early years provision
This provision is satisfactory
� Children are happy and content within this provision. They demonstrate that they feel
safe and secure as positive attachments with practitioners are evident. The staff team
provide a warm and caring environment where children are comfortable within their
familiar routines.
� Practitioners use consistent and clear boundaries for children who develop a sound
understanding of acceptable behaviour. Children are developing many positive social
skills as they learn to share take-turns and be considerate to others.
� Children are confident to express their wishes to practitioners and their peers. They
enjoy favourite books together and are positively encouraged to share their ideas and
suggestions. This in turn supports children to develop their vocabulary in line with the
developmental milestones for their ages and stages of development.
� Older children thoroughly enjoy being active in their two outdoor play areas. They are
supported to develop their physical skills as they confidently climb, balance and learn to
ride wheeled resources with increasing coordination and control. Children explore and
develop an understanding of their natural world in the sensory garden.
It is not yet good because
� Babies do not have consistent opportunities to be outside and enjoy the benefits of
being in the fresh air and engaging within more physical challenges to support their all
round development.
3

Inspection report: Coccinelle, 10/09/2012 2 of 9
� Although babies explore their indoor environment and have easy access to resources,
these are not varied enough to encourage them to fully explore and learn through their
senses.
� Practitioners record some key words in children's home languages; however, there is
little emphasis on providing opportunities for children to use their home language
within their play and learning.
Information about this inspection
Inspections of registered early years provision are scheduled:
� at least once in every inspection cycle. The current cycle ends on 31 July 2016
� more frequently where Ofsted identifies a need to do so, for example where provision
was previously judged as inadequate
� brought forward in the inspection cycle where Ofsted has received information that
suggests the provision may not be meeting the legal requirements of the Early Years
Foundation Stage; or where assessment of the provision identifies a need for early
inspection
� prioritised for inspection where we have received information that the provision is not
meeting the requirements of the Early Years Foundation Stage and which suggests
children may not be safe
� at the completion of an investigation into failure to comply with the requirements of the
Early Years Foundation Stage.
The provision is also registered on the voluntary and compulsory parts of the Childcare
Register. This report includes a judgment about compliance with the requirements of that
register.
Inspection activities
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The inspector observed activities in the main playroom and within the downstairs
quiet room and in the garden.
The inspector spoke with the practitioners working in the nursery and recorded
observations of their interactions with children.
The inspector had meetings with the manager which included carrying out a joint
observation of a story session.
The inspector looked at children's assessment records, planning documentation,
evidence of suitability of practitioners working within the setting, alongside a range
of other documentation.
The inspector also took account of the views of parents and carers spoken to on the
day of the inspection.

Inspection report: Coccinelle, 10/09/2012 3 of 9
Inspector
Siobhan O'Callaghan
Full Report
Information about the setting
Coccinelle Ltd Nursery is a privately owned nursery, which has been newly registered in
March 2012. However, this provision has been operating since 1997 and re-registered due
to a change in the nursery becoming a limited company. It operates from the first floor of
a church building situated in the Plaistow area of the London borough of Newham. All
children share access to a large first floor room and two enclosed garden areas, one
sensory and one physical. They also have access to a room downstairs for quieter
activities. Access is via a buzzer at the front door and a flight of stairs leading to the first
floor. The nursery serves the local community and is open each weekday from 8am to
6.30pm all year round.
The nursery is registered on the Early Years Register and the compulsory and voluntary
parts of the Childcare Register. There are currently 20 children from 11 months to under
five years on roll, some in part-time places. The nursery currently supports a number of
children who learn English as an additional language. There are seven members of staff,
all of whom who hold early years qualifications and two staff with early years degree
status. The nursery provides funded early years education for three- and four-year-olds
and is currently part of the two-year-old pilot scheme.
What the setting needs to do to improve further
To meet the requirements of the Early Years Foundation Stage the provider
must:
� ensure that babies have regular opportunities to play outside and enjoy fresh air
and physical challenges, by providing resources such as tunnels, slopes and lowlevel
steps to promote challenge.
To further improve the quality of the early years provision the provider should:
� Develop babies' opportunities to explore and investigate a range of everyday objects
such as the use of treasure baskets.
� Provide opportunities for children to use their home language within their play and
learning.
Inspection judgements

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How well the early years provision meets the needs of the range of children
who attend
Children enjoy their time in this provision. They demonstrate a positive approach to
learning which is supported by the cheerful interactions of the practitioners caring for
them. Practitioners demonstrate a sound knowledge and understanding of how to engage
and promote children's learning through play. They plan a range of activities and
experiences for children across the seven areas of learning. Although, planning provision
for babies in the outdoor play areas is not currently consistent. Teaching techniques are
sound across the provision, as staff are planning around the needs of their individual key
children. This includes getting children ready for their transition to school. Overall,
practitioners' regular observations of children's progression help to support them in
reaching their milestones.
Children's language development is fostered through regular opportunities to engage
within conversations with their key person and their peers. They particularly enjoy story
sessions where they are encouraged to talk about the events and characters that they
see. Children demonstrate competent listening skills as they listen carefully and respond
appropriately to questions. Overall, children are making satisfactory progress given their
starting points. However, children who learn English as an additional language have too
few opportunities to use their home language within the provision. Children enjoy a wide
range of opportunities to make marks both inside and out in the garden areas. Older
children can recognise their names on their coat pegs and on their portfolios, which they
enjoy sharing with the inspector. It is evident that older children understand that print
carries meaning and enjoy having their own words scribed for them.
Older children enjoy the challenges of counting when they balance and walk along the
plastic shapes within the garden. They have activities that provide opportunities for them
to explore shape and size, as they play with a variety of utensils in the sand tray. Children
build tall and low towers with construction resources and are able to compare these. Older
children are beginning to recognise numbers in their environment and can relate these to
their own ages. Children are developing pleasant social skills which overall help to
promote a positive attitude to learning.
Children benefit from a generally well-resourced learning environment, which supports
their learning across all areas. However, babies do not have sufficient opportunities to
explore a variety of resources that encourage them to learn and investigate through their
senses. Practitioners provide an appropriate range of both adult-led and child-initiated
activities to support children's learning. It is evident that practitioners have established
secure bonds with their key children as they enjoy spending time together.
The contribution of the early years provision to the well-being of children
The provision has established a positive key person system, which supports children to
form secure emotional attachments. Practitioners gather information from parents about
their likes and dislikes. They discuss children's home routines so that these can be

Inspection report: Coccinelle, 10/09/2012 5 of 9
followed within the provision. This provides a positive base for children to develop their
independence skills. Overall, children demonstrate a sense of belonging. They enjoy
observing photographs of themselves in their portfolios and looking at evidence of their
artwork. They are confident to access their environment independently and are motivated
to initiate their own activities. Children overall display positive behaviour; they cooperate
with their peers and understand the need to respect others. Older children are supportive
of the younger children and demonstrate their affection towards them.
Babies happily arrive into the setting and settle quickly with their key person who is ready
to greet them. They enjoy exploring their environment in the knowledge that their key
person is close by. Practitioners promote positive role models to children. They provide
consistent boundaries, which support children to understand what acceptable behaviour is.
Children are gaining an understanding about risks as staff discuss with them how they
must use resources in their environment safely. For example, they discuss with children
the possible hazardous consequences of not sitting on their chairs properly. Children know
that they must not go up the slide, as this could be dangerous to themselves and others.
Children are developing positive self-care skills, for example, they confidently use
appropriate cutlery at lunchtime. They know why they must wash their hands before
eating. Children are provided with home cooked foods, which support them in making
healthy choices. For example, they enjoy eating chilli con-carne with rice and confidently
request for more. Children have fruit and vegetables everyday and they are offered milk to
drink. Most children have good opportunities to be active, which supports their overall
health and well-being.
Children are generally well prepared for their transition to school. The provision has
established some positive links with local schools. This enables children to meet their
teachers prior to them starting school. There are sufficient systems in place to share
children's portfolios with both parents and children's future schools.
The effectiveness of the leadership and management of the early years
provision
The manager and proprietor of the provision demonstrate a positive approach to
promoting improvement. They have developed their educational programmes inline with
the Early Years Foundation Stage revised framework. All staff working within the provision
are qualified and experienced to work with children. The manager is positive to develop
their professional skills and knowledge as she ensures that they have access to ongoing
training sessions. This also includes two staff who have almost completed their early years
degrees. Discussions with staff demonstrate that they enjoy working in this provision and
feel well supported by their manager. There are satisfactory systems in place to evaluate
the overall quality of the provision. The manager implements secure recruitment and
induction systems to support the safe management of the nursery.
Staff maintain adequate systems overall to observe, assess and monitor each child's
progress. Although there are no children currently attending with identified needs there

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are clear procedures in place to initiate appropriate support for children and their families.
The provision works in partnership with other agencies, where appropriate, in order that
children receive the support they need Staff learn key words in children's home languages
in order to show these are valued. However, children are not consistently encouraged to
use their home languages in the provision. Discussions with parents demonstrate that
overall they are very happy with the care and learning opportunities available to their
children. They enjoy having time to meet both formally and informally with their child's
key person. This opportunity allows parents to discuss and find out how their children are
making progress.
The provision has secure safeguarding children procedures in place. Discussions with staff
demonstrate that they are competent in their knowledge and understanding of
safeguarding issues and the procedures to follow. Practitioners work together to provide a
welcoming, safe and child friendly environment. Overall, children are supported to develop
their independence and confidence, which helps to set positive attitudes for their future
learning.
The Childcare Register
The requirements for the compulsory part of the Childcare Register are Met
The requirements for the voluntary part of the Childcare Register are Met
What inspection judgements mean
Registered early years provision
Grade Judgement Description
Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs
of all children exceptionally well. This ensures that children are
very well prepared for the next stage of their learning.
Grade 2 Good Good provision is effective in delivering provision that meets
the needs of all children well. This ensures children are ready
for the next stage of their learning.
Grade 3 Satisfactory Satisfactory provision is performing less well than expectations
in one or more of the key areas. It requires improvement in
order to be good.
Grade 4 Inadequate Provision that is inadequate requires significant improvement
and/or enforcement. The provision is failing to give children an
acceptable standard of early years education and/or is not
meeting the safeguarding and welfare requirements of the

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Early Years Foundation Stage. It will be inspected again within
12 months of the date of this inspection.
Met The provision has no children on roll. The inspection judgement
is that the provider continues to meet the requirements for
registration.
Not Met The provision has no children on roll. The inspection judgement
is that the provider does not meet the requirements for
registration.
Inspection
This inspection was carried out by Ofsted 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.
Setting details
Unique reference number EY440660
Local authority Newham
Inspection number 783365
Type of provision
Registration category Childcare - Non-Domestic
Age range of children 0 - 8
Total number of places 25
Number of children on roll 20
Name of provider Coccinelle Ltd
Date of previous inspection Not applicable
Telephone number 02085523340
Any complaints about the inspection or the report should be made following the procedures
set out in the guidance ‘raising concerns and making complaints about Ofsted', which is
available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a
copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.
Type of provision

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For the purposes of this inspection the following definitions apply:
Full-time provision is that which operates for more than three hours. These are usually
known as nurseries, nursery schools and pre-schools and must deliver the Early Years
Foundation Stage. They are registered on the Early Years Register and pay the higher fee
for registration.
Sessional provision operates for more than two hours but does not exceed three hours in
any one day. These are usually known as pre-schools, kindergartens or nursery schools
and must deliver the Early Years Foundation Stage. They are registered on the Early Years
Register and pay the lower fee for registration.
Childminders care for one or more children where individual children attend for a period of
more than two hours in any one day. They operate from domestic premises that are
usually their own home. They are registered on the Early Years Register and must deliver
the Early Years Foundation Stage.
Out of school provision may be sessional or full-time provision and is delivered before or
after school and/or in the summer holidays. They are registered on the Early Years
Register and must deliver the Early Years Foundation Stage. Where children receive their
Early Years Foundation Stage in school these providers do not have to deliver the learning
and development requirements in full but should complement the experiences children
receive in school.

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