Footsteps Atherstone Nursery & Pre-School

Inspection of Ashleigh Nursery School Ashleigh, Old Watling Street, Atherstone CV9 2PA

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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 arrive happy and quickly settle into activities of their choice. They clearly enjoy their time in this vibrant and extremely well-resourced learning environment. Children are kind and considerate to each other. For example, in the pre-school, when two children bump as they take part in dance sessions, they quickly apologise to each other, without prompt. Children learn about the importance of healthy lifestyles. They enjoy a wide variety of nutritious meals and snacks, that take account of individual dietary needs. Children comment on the 'yummy' food. Second helpings are available, to ensure that children's healthy appetites are satisfied. There are plenty of opportunities for children to spend time outdoors. Children know to wash their hands after using the toilet and before handling food.

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The provision is good

Children sit in the book corner and listen intently to staff as they read stories. Children sit together, sharing books and talking about the characters. They giggle as they take turns to tell their own versions of the story. Children learn to recognise and write the letters of their name. Mathematics is promoted well. Children learn to count, recognise shapes and numbers and match number to quantity. Children learn to recognise a group of objects without counting them. Children with special educational needs and/or disabilities (SEND) are supported well. All children are motivated learners who make good progress and develop positive attitudes towards their learning.

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need to do better?

n Leaders have high expectations for children and provide a well-designed curriculum that is ambitious and, overall, helps children to develop the skills they need for their next stage of learning. n Leaders monitor children's progress from the outset. This helps to identify any gaps in children's learning. Leaders are swift to put targeted plans in place for children who need additional support. n Leaders place a high priority on children with SEND. The special educational needs coordinator (SENDCo) works closely with staff, parents and other professionals to target support for these children, including one-to-one support. This helps to ensure that they get the help they need to make the progress of which they are capable. n Leaders provide staff with regular supervision meetings to support them to fulfil their roles. However, they do not always focus precisely on staff training needs, to further enhance the teaching of the curriculum.

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need to do better?

n Leaders place a strong focus on staff health and well-being. Staff say they are happy in their jobs and appreciate the support they receive from leaders. n Staff know the children well. They make regular observations and assessments and use this information to plan activities and experiences that support the

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need to do better?

31 March 2023 children's next phase of development. However, planning of activities for older children in the baby room is not always linked precisely to these children's learning needs and so at times staff miss opportunities to extend their learning beyond their current capabilities. n Children throughly enjoy time outdoors, exploring the natural environment. Staff provide an array of ambitious, exciting activities that they use to extend children's learning as they play. For example, staff encourage children to estimate how much rain water they can collect and which container will fill the quickest. Children complete tally charts as they search and find different items in the garden, such as snails, worms and different shaped leaves. Children use leaves, flowers, twigs and clay to make faces with different emotions. n Staff support children to develop an awareness of healthy lifestyles. During lunch and snack times, staff talk to children about the benefits of healthy food

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need to do better?

choices and regular exercise. n Staff manage children's behaviour effectively. They are good role models. Staff are kind and caring and develop strong bonds with the children. They teach children to be polite, kind to each other and to share and take turns. Staff teach children to develop a sense of right and wrong. Children regulate their behaviour according to age-appropriate expectations. Throughout the nursery children behave well. n Staff support children to be independent. Babies feed themselves and older children serve their own meals and snacks. n Parents are overwhelmingly positive about the management team and staff. They say all are professional, approachable and enthusiastic. Parents comment on the detailed information they receive about their children's care and learning through daily discussions, parent meetings and an online assessment system. Parents comment on the progress their children make, particularly with their

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need to do better?

confidence, social skills and communication. Parents appreciate the support they receive to continue their children's learning at home. Parents comment that the impact of attending the nursery on their child's learning is 'amazing'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff have a secure understanding of the signs and symptoms of abuse. They know where to refer any concerns they may have about a child in their care. Adult to child ratios are maintained, as required. Children are supervised closely by staff at all times. Staff are aware of children with known food allergies and special dietary requirements. Stringent procedures are in place to ensure these children's needs are met. The premises is secure at all times. Robust recruitment procedures are in place to ensure staff are suitable to work with the children. Children learn to keep themselves safe.

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should:

n build further on professional development opportunities for staff, to help to raise the quality of teaching and learning to the highest level n support staff to consistently link activities to children's learning.

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Setting details

Unique reference number 2674261 Local authority Warwickshire Inspection number 10284249 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 74 Number of children on roll 120 Name of registered person Footsteps Day Nurseries Limited

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reference number

Telephone number 01827 718249 Date of previous inspection Not applicable

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Information about this early years setting

Ashleigh Nursery School registered in 2022. The nursery employs 21 members of childcare staff, 17 of whom hold appropriate early years qualifications ranging from level 2 to level 6, including two with qualified teacher status. The nursery operates all year around. It opens each Monday to Friday, from 7.30am until 6pm. The nursery provides funded early education places for two-, three- and four-year-old children.

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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 manager and has taken that into account in their evaluation of the provider. n The manager and the inspector completed a learning walk to gather information about how the provision and curriculum is organised. n The inspector carried out a number of joint observations with the manager to evaluate the impact of teaching on children's learning. The inspector observed the quality of teaching to assess the impact of this on children's learning. n Parents spoke to the inspector and gave their views of the nursery. The inspector also took account of written reviews from parents, provided by the nursery manager. n The inspector looked at relevant documentation and evidence of staff suitability. n The inspector held meetings with the management team and the SENDCo. She

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Inspection activities

held discussions with staff and children at appropriate times throughout 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

31 March 2023 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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