Clarendon Nursery

Inspection of Clarendon Nursery Belmont Grove, Leeds, West Yorkshire LS2 9NS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are safe and happy in this setting. Staff know the children well and develop close relationships with babies, children and parents. Throughout the day, children choose books and staff read out loud to support a love of books and reading. Staff point to the words, so that children learn to follow writing left to right and top to bottom. Children participate in a range of physical activities during outdoor play. They climb, slide and balance over a range of equipment. Children play in the large sandpit and staff use song, rhyme and counting to introduce vocabulary. Children enjoy filling pots and sprinkling sand. They pretend to plant flowers in the sandpit.

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The provision is good

Staff support children's language development and model language and playfully encourage children to repeat familiar words and phrases. For example, children repeat 'see you soon'. Children develop their mark-making skills. For instance, they paint walls with water and brushes. Staff are attentive around children and knowledgeable about what it is that children need to learn next.

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The provision is good

Children show curiosity and kindness to each other and visitors. Children ask questions and help. Children listen to requests and communicate well. They work together to help put things away. The setting is inclusive. Staff provide consistent and sensitive support for children with special educational needs and/or disabilities.

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need to do better?

n Staff have high expectations for children's behaviour and this ripples through the setting. Staff are available for children and respond well, getting down to their level and interacting positively. n The curriculum focuses on promoting communication, language and supporting children's transitions. However, staff do not always offer more complex words to children to help widen their vocabulary even further. n Leaders develop a growing vision for the setting and consult with staff to include their views. Meetings and conversations involve the staff in the journey to improve. Leaders are reflective, considering feedback and taking action to change when necessary. Staff consult with children. They observe them at play and ask questions to gather their ideas and responses. n Leaders and staff have worked creatively to build partnerships with parents and to support children and families. Staff recognise the uniqueness of each child

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need to do better?

and adapt their teaching to meet the interests of individual children. Staff work sensitively with parents and other professionals to support the development of children. n Parents appreciate the established key-worker system, that provides individual care and connection between carers and families. Whenever possible the key

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need to do better?

11 May 2022 worker takes responsibility for the personal care of key children and building good rapport and emotional well-being. The setting has developed a rigorous monitoring process to ensure that accidents and nappy changes are recorded and reported to parents. Staff share information with parents daily in conversation and through an app. n The nursery is well resourced, inside and out. Outside children have opportunities for physical activity and to explain, repeat and practice. Children are independent learners and manage their self-care needs well. However, children are not always given opportunities to extend their ability and challenge themselves. For instance, participating in tasks and real activities, such as serving themselves during mealtimes. n Children show that they enjoy their time at the setting. Babies use different textured rings and blocks to build towers. Staff sit alongside children, offering an

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need to do better?

abundance of praise and encouragement. They count with babies. Babies join in with clapping and smiling as they successfully build their tower before it crashes to the ground. This shows that children have good levels of self-esteem. n Children enjoy circle time. They learn about oral health and healthy eating. Children discuss how carrots and cucumber are healthy foods. They pretend to brush their teeth. n The COVID-19 pandemic has brought many challenges. Due to the setting being in the grounds of the city hospital, staff are required to wear masks. However, they use transparent masks to aid children's communication and language development during individual focused activities. This helps to promote children's speech and pronunciation.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are trained and can identify signs and symptoms of abuse. Information about safeguarding is displayed prominently in the entrance. The NHS trust offers regular training and support about safeguarding. Staff know who to go to for support and how to make a referral. Systems are in place to record and share accidents and personal care with parents. Staff are knowledgeable and well informed, they benefit from regular staff meetings and training.

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should:

n expand on children's opportunities to extend their ability and challenge themselves and build even more self-belief n extend practice to expose children to a rich, varied and challenging vocabulary.

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Setting details

Unique reference number 512735 Local authority Leeds Inspection number 10225910 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 38 Number of children on roll 55 Name of registered person The Leeds Teaching Hospitals NHS Trust

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reference number

Telephone number 0113 3926763 Date of previous inspection 29 September 2016

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Information about this early years setting

Clarendon Nursery registered in 1978. The nursery is managed by the Leeds Teaching Hospital NHS Trust. The nursery is open five days a week from 7am until 6pm and all year round. The nursery employs 13 members of staff. Of these, 11 hold appropriate early years qualifications at level 3 or above, including four with graduate qualifications and three with early years professional/teacher status. The nursery provides funded early education for three- and four-year-old children. The nursery supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken into account their evaluation of the provider. n The manager, early years professional and inspector and completed a learning walk together and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Parents shared their views of the setting with the inspector. n The inspector made observations of children and staff both indoors and outdoors. n The inspector carried out a joint observation with the deputy manager. n The inspector spoke to the manager, deputy managers and special educational needs coordinator during the inspection. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and

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Inspection activities

outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

We carried out this inspection 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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Inspection activities

11 May 2022 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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