U1R Thanet Nursery

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of U1R Thanet Nursery.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding U1R Thanet Nursery.

To see all our data you need to click the blue button at the bottom of this page to view U1R Thanet Nursery on our interactive map.

About U1R Thanet Nursery

Name U1R Thanet Nursery
Ofsted Inspections
Address Under 1 Roof Kids, Pysons Road, Ramsgate, CT12 6RL
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Kent
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The leader and her staff are passionate and dedicated to providing the very best for children and their families.

The leader supports staff to plan a curriculum which helps children to thrive and make the best possible progress. Staff provide a focus on children learning outdoors and there is clear sequential learning as children move throughout the rooms provided for each age range. For example, careful planning ensures that equipment is provided for children's varying stages of physical development.

The very youngest children take part in risky play that challenges them and helps to build on skills, such as crawling,... climbing and balancing. Children have an abundance of opportunities to continually explore during activities. these are pitched to their level and help them to make accelerated progress.

Children's behaviour and attitude towards learning is outstanding. Staff provide key interactions that immerse children and enable them to have their own ideas and solve problems. For example, children independently choose to draw the lifecycle of a butterfly, as they observe real-life cocoons.

They discuss the process, using high-level vocabulary, such as 'metamorphosis'. Staff encourage them to liken this to their own growth and change, as they explore mathematical concepts, like measuring their own height and growth. Every area of learning is accounted for in several ways, within the learning environment.

This helps children to apply the skills learned, to lead their own curiosity and create an awe and wonder for the world.

What does the early years setting do well and what does it need to do better?

The leader and her staff team have extensive knowledge of the curriculum and how children learn. They know the value of planning a coherent and systematic curriculum for children's learning.

Training they undertake is specific and targeted to benefit the children in their care. The staff team are extremely reflective of their practice. They make the necessary adjustments to ensure that children make the best possible progress.

For example, room leads recognise where they need to make adjustments to enhance learning. Babies, toddlers and pre-school children take part in activities that they clearly enjoy and benefit from. Nothing happens by chance, as the knowledgeable staff ensure children remain engaged and immersed in their learning for sustained periods of time.

Staff have worked tirelessly to create a setting that encourages children to learn about the natural world. Staff have worked with parents and other members of the community, to enhance the learning environment. Donations of plants and other natural resources ensure that the setting becomes a hive of exploration.

For example, children create bug 'hotels' and have sewn seeds to grow their own herbs and vegetables. Children of all ages learn about living things and how to take care of animals and plants, such as giant African land snails.Children with limited speech are rigorously supported to communicate their wants and needs.

For example, those who speak English as an additional language can point to visual images to make independent choices. This helps children to regulate their emotions, as they feel they have a 'voice' that will be heard and responded to. Children actively learn to respect one another's boundaries and treat each other with trust and respect.

The support for children with special educational needs and/or disabilities (SEND) is excellent. The well-trained special educational needs coordinator is aware of the individual needs of all children in the setting. Funding is used effectively to place staff effectively.

They implement individual plans in place to support children. Staff work closely with parents and external health professionals.Overall, partnerships with parents are strong.

Staff share information with parents about children's progress, including regular face-to-face meetings to discuss achievements and advice to implement further support. However, the manager is currently working to address some minor inconsistencies in the arrangements to share key information about individual children with other relevant agencies.The dedicated leader works hard to motivate the setting team to ensure that children have the best opportunities.

The management team are given ownership of their specialist areas to ensure staff's well-being is constantly considered. Staff report that they are proud to work at the nursery and feel their work is valued. It is clear that they are committed to giving children high-quality care and education.


The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review and improve the arrangements to share key information about children with the relevant agencies.

  Compare to
nearby nurseries