Langtree Hall Childrens Nursery Ltd

Inspection of Langtree Hall Childrens Nursery Ltd Langtree Hall, Langtree Lane, Standish, WIGAN, Lancashire WN6 0QQ

p.1

Overall effectiveness Good

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

p.1

The provision is good

Leaders have worked with staff and other agencies to make the required improvements at the setting. Staff have attended safeguarding training and accessed other useful courses, such as the care of babies and child development. As a result, the setting is much improved.

p.2

The provision is good

All children, including those who are very new to the setting, are happy, settled and have strong attachments to their key person. Children arrive full of smiles and confidently wave goodbye to the parents. They excitedly greet their friends and venture off together to embark on their self-chosen play. Babies seek out staff, sit on their knee and enjoy lots of cuddles. Toddlers take staff by the hand and lead them to the exploratory tray. Here they experiment with different textures and learn new skills, such as how to use a scoop. Pre-school children play cooperatively in the 'tee pee den'. They demonstrate their good imaginative skills as they make up their own stories using puppets and props.

p.2

The provision is good

There is a sharp curriculum focus on developing children's physical skills, particularly learning in the outdoors. This is a as result of the continued impact on children's learning and development from the COVID-19 pandemic. Children have access to excellent outdoor facilities. They have space to run freely, scale large play equipment, explore the woodland area and observe the local wildlife. Staff use these opportunities well to further support children's development across all areas of learning. For example, children use their critical thinking skills to work out how to free a stick that is stuck in a tray of ice and snow. They work together, share their ideas and test out their theories. For example, they blow on the ice to see if it melts. Children are kind, caring and show respect to their friends and the staff. All children develop the skills needed for later learning and school.

p.2

need to do better?

n Leaders have worked diligently to improve practice across the setting. Staff benefit from regular and precise supervision and coaching from the manager. This is used well to support the continued quality of their teaching. As a result, all children, including those who are funded, make good progress from their unique starting points. n Staff know children well. They plan a broad range of activities and experiences that are linked to children's interests and take account of what they need to learn next. Babies are encouraged to develop their core muscle skills through 'tummy time sessions'. Older children refine their small physical skills as they make marks with sticks and their fingers in snow and ice. These help children to develop the skills they need for early writing. n In the main, children are keen and active learners that are willing to have a go.

p.2

need to do better?

14 December 2022 Babies quickly rally around staff to share a favourite story and sing familiar songs. Older children listen attentively as staff read to them and encourage them to join in and predict what might happen next in the story. However, occasionally, staff fail to notice that not all children are as highly involved as others. During this time, staff do not quickly adapt how they carry out some activities to ensure all children have equal opportunity to participate. As a result, some children are not as highly involved as others. n Children develop good language and communication skills. Staff introduce new words to babies, such as 'soft' and 'shiny', as they explore items in a treasure basket. Staff working with toddlers introduce words such as 'press' and 'squeeze' as children manipulate a malleable dough. Pre-school children talk with increased confidence. For example, they delight in telling visitors all about the

p.2

need to do better?

robin red breast that visits the setting's garden. Additionally, they explain the rules for the woodland area. For example, how they can touch herbs, leaves and trees, but they are not to touch the berries, brambles and thorns. n Staff weave mathematical concepts into daily play and routines. For example, babies enjoy singing number rhymes and songs. Older children can identify some shapes and are beginning to understand concepts such as place number. However, more can be done to further embed and extend the curriculum for mathematics to include more complex concepts, to further excel children's learning in this area. n Staff are excellent role models who treat children fairly and with respect. Children behave well and are kind and courteous. They have high levels of confidence and self-esteem. This has a positive impact on their independence skills. For example, babies and toddlers have a go at wiping their own hands and

p.3

need to do better?

faces. Pre-school children serve themselves meals, help themselves to water and dress themselves for outdoor play. n Partnerships with parents are a strength of the setting. Parents comment that staff are 'kind', 'caring' and 'extremely nurturing'. Parents feel involved in the setting and particularly like the use of daily diaries, termly assessment sheets and parents' evenings that they feel keep them informed about their child's time and progress at the setting. n Children benefit greatly from the wonderful opportunities available to them in the outdoors. They excitedly use binoculars to observe the local wildlife that surrounds the woodland play area. Children demonstrate maturity and an understanding of living things. For example, they know to approach the resident robins calmly so not to scare them away. Meals provided for children are healthy, nutritionally balanced and meet their unique dietary needs.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders and staff demonstrate that they have a secure knowledge and understanding of safeguarding and child protection. This includes aspects of safeguarding such as 'toxic trio'. the 'Prevent' duty and female genital mutilation. In addition, staff know what to do should they have a concern about a colleague.

p.3

Safeguarding

14 December 2022 Staff help children to gain an appreciation of their own safety. For example, children walk sensibly and use the handrail as they go up and down the stairs. The setting is safe and secure, and appropriate risk assessments are in place and implemented robustly by the staff. There are secure arrangements in place for the safe recruitment of staff.

p.3

should:

n support staff to be able to quickly adapt their teaching to ensure that all children remain highly involved and extend their learning even further n provide more consistent opportunities for children to be able to refine and extend their mathematical skills.

p.4

Setting details

Unique reference number EY436511 Local authority Wigan Inspection number 10247468 Type of provision Childcare on non-domestic premises

p.5

Registers

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

p.5

inspection

Total number of places 65 Number of children on roll 80 Name of registered person Langtree Hall Day Nursery Limited

p.5

reference number

Telephone number 01257472586 Date of previous inspection 21 June 2022

p.5

Information about this early years setting

Langtree Hall Children's Nursery Ltd registered in 1996 and is situated in Standish, Lancashire. The nursery employs 13 members of childcare staff. Of these, one holds a qualification at level 6, one holds qualified teacher status and six hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken this into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector spoke to the staff throughout the inspection. n The inspector spoke to the children about what they enjoy to do while at the setting. n The manager and the inspector carried out a joint observation of an activity. n The inspector spoke to parents and took account of their views n The inspector spoke to the provider and the manager about the leadership and management of the setting. n The inspector observed the quality of education provided, during activities indoor and outdoors, and assessed the impact this was having on children's learning.

p.6

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.

p.6

Inspection activities

14 December 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7