Heathcote House Nursery And Pre-School

Inspection of Heathcote House Nursery And Pre-School Southbroom Road, (The Old College), Devizes, Wiltshire SN10 5AB

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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 Not applicable

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The provision is good

Children smile and wave goodbye to their parents as they enter this homely environment. They are greeted by warm and friendly staff who offer them lots of praise and reassurance. This supports children to feel safe and secure, which builds their confidence and self-esteem. Children demonstrate that they are highly independent at a young age. Staff encourage babies and toddlers to independently wipe their own hands and noses, while older children put on their own shoes and socks. Children form strong friendships with peers and staff. They seek out key persons and friends to share their ideas and creations. For example, children mark making in the garden call staff over to narrate what they are drawing.

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The provision is good

The children enjoy playing outdoors. Older children learn about nature as they explore the on-site woodland area. For example, they use their muscles to lift up logs and stones, looking for bugs. The children find a beehive and discuss how bees make honey. Children know how to navigate the uneven trail safely. They understand how to manage and identify risks within the environment. For example, children complete a garden safety check. They know not to touch any hazards, such as glass or animal faeces, and instead, they tell an adult.

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need to do better?

n The principal and her team have created a well-thought-out curriculum which is sequenced and covers all seven areas of learning. It is designed with a focus on children being able to make choices about what they want to learn. This enables children to acquire the necessary skills to become confident and successful learners. n Staff use their knowledge to plan inviting resources and activities to capture children's curiosity and interests. Resources are open ended so that children can use them creatively. For example, children enjoy making obstacle courses out of crates and wooden logs. They work together to lift and manoeuvre the crates into position. The children discuss ways they can make the obstacle course harder. Staff skilfully position themselves to support children's learning through role modelling and suggesting new ideas to extend their play. However, staff interactions in the baby room are inconsistent. This means that younger babies

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need to do better?

may not be given the same opportunities to engage in activities as older babies. n Children show they are highly determined and independent. Staff encourage children to learn how to do things for themselves and to make their own choices. For example, children make their own play dough by following a recipe. They learn to problem-solve by adding more water if the mixture is dry and more flour if it is wet. Children add herbs and they use their sense of smell to decide what scent they would like. n Staff understand how important it is for children to gain good communication

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need to do better?

7 July 2022 skills. They use core songs, books and small-group work to expand and develop children's vocabulary effectively. Children show they are confident communicators. Staff teach children new words and their meanings, which they later use in full sentences. For example, the children use the word 'hypothesis' as they discuss what might happen to the bamboo leaves when they place them in water. n Children's physical development is well considered. Staff provide a wide range of opportunities for them to practise and develop their large-muscle skills. The children race around on bikes and run through the woodland areas. They bounce balls and throw them at nets and basketball hoops. The staff support children to also develop their small-muscle skills by practising using scissors, mark making and kneading play dough. n Parents speak highly of the nursery and its homely feel. Staff have strong partnerships with parents. They offer them lots of advice and guidance to

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need to do better?

support children's learning at home, such as potty training, oral health, healthy eating and internet safety. They use funding and work closely with other agencies to support the most vulnerable families. For example, they use additional local authority funding to offer food packages to families in need. The parents are now once again allowed to enter the setting to collect their children. n Overall, children's behaviour is good. Staff respect and listen to children's ideas and opinions. They openly discuss conflicts with children and encourage them to resolve them on their own. Staff develop children's emotional literacy by helping them to identify and name their feelings using books and songs. Staff show genuine care for the children. The special educational needs coordinator works very closely with other professionals to create plans and strategies to support children. For example, staff created a calm space with sensory lights and books

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need to do better?

to support children who struggle with managing their feelings and behaviours. As a result, children with special educational needs make good progress across all areas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The principal is aware of her role to report and respond to any safeguarding concerns. They have a good understanding of how to recognise concerns that may suggest a child is at risk and how to respond to this information. The staff know how to identify the signs and symptoms of abuse. They show awareness of female genital mutilation, the 'Prevent' duty and county lines. All staff provide a safe and secure environment for children to play and learn. They conduct regular risk assessments of the play environment. The manager has a robust recruitment process and monitors ongoing staff suitability through regular supervision meetings.

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should:

n further support staff working with babies to enhance their knowledge of the curriculum and improve their interactions, to consistently engage babies in purposeful play.

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Setting details

Unique reference number 2547308 Local authority Wiltshire Inspection number 10215609 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 70 Number of children on roll 96 Name of registered person Keith Hudson and Jean Hudson Partnership

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reference number

Telephone number 01380725080 Date of previous inspection Not applicable

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Information about this early years setting

Heathcote House Nursery and Pre-School registered in 2002 and re-registered after moving premises in August 2019. It is located in Devizes, Wiltshire. 21 members of staff work with the children. Of these, 14 hold a relevant level 3 qualification and three hold qualifications at level 6 or above. The nursery receives funding for the provision of free early education for children aged two, three and four years.

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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 that into account in their evaluation of the provider. n The inspector and the curriculum lead completed a learning walk where they discussed the provision and the curriculum. n The inspector observed the quality of teaching during both indoor and outdoor play and assessed the impact this has on children's learning. n The inspector spoke with staff at appropriate times throughout the inspection and completed a joint observation with the curriculum lead. n The inspector held a meeting with the principal and the deputy principal to discuss how they evaluate the provision. n The inspector looked at relevant documentation, such as evidence of the suitability of staff working in the setting. n The inspector spoke to a small number of parents during the inspection and took

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Inspection activities

account of their written testimonials. n Children spoke and engaged with the inspector during the inspection.

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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

7 July 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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