Abbot's Hill Nursery

Abbot's Hill Nursery Abbots Hill School, Bunkers Lane, HEMEL HEMPSTEAD, Hertfordshire, HP3 8RP

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Inspection date

Previous inspection date 8 September 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The ambitious management team has high expectations of staff and reflects on many areas of practice to carefully plan improvements. Self-evaluation is accurate and effective methods are used to gather the views of parents, staff and children.  Children are motivated to learn in the bright and stimulating environment. Staff remind children of the vast range of activities available, enabling them to make informed decisions about their day.  The nursery benefits from close links to the onsite school. Staff have access to wider training opportunities, professional expertise and use of facilities. This helps to promote children's physical development and begin to prepare them for school. For example, older children take part in ballet classes and twice weekly physical education lessons.  Parents appreciate the close attention the key person places on their individual preferences for their child's care. A gradual settling-in process works well, helping

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This provision is good

children to settle quickly and gain close attachments to the adults who take care of them. Young children like cuddles and being held. Older children show confidence as they speak to adults about their needs.  Staff continually promote children's well-being. They tailor each child's move between the rooms to meet their individual needs and regularly recognise and praise their achievements.

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It is not yet outstanding because:

 Although detailed improvement plans are in place, the manager has not yet fully reviewed the impact of these on children's learning and development.  The strategies staff use to inform parents about children's next steps in learning and how they can support these are not always successful. This means that some parents are not aware of how they can further extend children's development at home.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 evaluate the plans for development in order to identify the impact changes have on children's learning and development  explore further ways to include parents in extending children's learning at home to enable them to make the best possible progress.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. She accompanied children on a walk to the forest and observed a ballet lesson in the school hall.  The inspector completed a joint observation with the nursery manager. She held discussions with the provider, the headteacher of the school, members of staff and spoke to children at appropriate times throughout the inspection.  The inspector held a meeting with the nursery manager. She looked at relevant documentation, such as staff induction and supervision forms, the nursery's self- evaluation, the safeguarding policy and evidence of the suitability of staff.  The inspector reviewed children's development records through an online learning system and by looking at their individual journals.  The inspector took account of the views of parents through discussions on the day of

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Inspection activities

the inspection, completed questionnaires and written feedback.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All staff receive regular training on child protection, including the most recent legislation. Rigorous recruitment processes ensure the suitability of all adults working with children. Furthermore, the provider completes checks on all other adults working or living onsite, provides strict guidance for visitors to adhere to and closely monitors access through a fingerprint scan entrance system. This level of vigilance ensures children are robustly safeguarded. The manager completes both formal and informal reviews of staff's practice to help maintain their good quality teaching. In addition, she reviews children's assessments to collect and analyse specific data. This helps her to identify any gaps in learning and ensure appropriate interventions are secured. For example, areas have been enhanced to help capture boys' interest in literacy.

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Quality of teaching, learning and assessment is good

Parents contribute to children's initial assessments. This helps staff to plan precisely for each child from the outset of their placement. They gather ongoing information about children's home experiences. For example, parents place photographs of family holidays on the online system. Staff make careful observations of children and regularly assess their levels of development to support their good progress. They provide a range of planned activities and allow children time to indulge in self-chosen play. For example, young children use their hands to explore the texture of jelly and custard during a sensory experience. They delight as they realise utensils help to move food to their mouths. Older children solve problems as they work out the ingredients they need to make dough. As they collect sticks in the forest, they use mathematical concepts, such as big and tallest.

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Personal development, behaviour and welfare are good

Staff provide a good role model from which children learn. Children behave well and begin to accept the needs of others as they share resources and take turns. Staff value the ideas gained at recent behaviour management training and are confident in their approach. They take time to talk to children about how they are feeling and help them to recognise that their actions have an impact on others. Staff help children to gain an understanding of risk. One of the ways they do this is by encouraging them to listen and look for any approaching cars as they carefully walk alongside and cross narrow roads. Children are beginning to manage their own personal needs. They use tissues to wipe their noses and wash their hands independently before all mealtimes.

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Outcomes for children are good

All children make good progress given their starting points and develop a positive attitude to learning. They take an active role in decision making, follow instruction well and demonstrate good levels of concentration. Children show an inquisitive nature as they ask appropriate questions about things they have observed. They talk to staff about the snails and different types of birds that live in the forest. Children learn about the wider world and ways of life through regular discussions. Staff are excited about plans to further empower children to share their own cultural experiences. Children gain the key skills needed to help prepare them in readiness for school.

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Setting details

Unique reference number EY490982 Local authority Hertfordshire Inspection number 1029486 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 61 Number of children on roll 31 Name of registered person Abbot's Hill School Limited

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reference number

Date of previous inspection Not applicable Telephone number 01442 240 333

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reference number

Abbot's Hill Nursery was registered in 2015. The nursery employs 13 members of childcare staff. Of these, 10 hold appropriate early years qualifications at level 2 or above. The nursery opens from Monday to Friday for 50 weeks of the year. Sessions are from 7.30am until 6.30pm. Children attend for a variety of sessions. The nursery provides funded early education for three- and four-year-old children.

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reference number

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.

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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

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