The Village Nursery Ltd

Inspection of The Village Nursery Ltd 409 Helmshore Road, Haslingden, ROSSENDALE, Lancashire BB4 4JA

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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 Outstanding

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The provision is good

Children are happy and make good progress in this welcoming nursery. Babies have the confidence to explore the room freely, secure in the knowledge that their trusted key worker is next to them. Children enjoy stories and songs throughout the day, which provide excellent opportunities for improving their speech and language. Staff are caring and ensure children are safe through safe sleeping practice and ensuring dietary requirements are met.

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The provision is good

Staff nurture close relationships with families. Children enjoy sharing what they have been doing at home and staff plan further learning based on children's experiences. For example, when children help family members lay bricks for a home extension, children learn to build their own walls in a construction area. Staff are enthusiastic and plan a wide range of engaging activities to deliver the broad curriculum. As a result, all children make good progress.

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The provision is good

Staff follow children's interests and extend their learning and children become engrossed in activities, showing high levels of concentration. Staff promote high expectations of behaviour that leads to a harmonious environment, where children work together to achieve their goals. For example, children build tracks for water to run down, taking turns with jugs and carrying heavy buckets together.

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need to do better?

n Staff plan meaningful activities that build children's knowledge in all of the areas of learning. For instance, staff support children to use fine motor skills to pick fresh herbs and identify each plant. Children work together to make 'tea', using large muscles to pour water from bowls into teapots, learning about capacity. As a result, children remember what they learn and build upon what they already know and can do. n The setting's broad curriculum is implemented effectively in practice. For example, leaders say they want children to be independent in their learning and have strategies for when they find things difficult. When children need more water for outdoor play, staff say 'Where could you get that?' They encourage children to ask their friends for help to carry the bucket. As a result, children make good progress in all areas of learning. n Staff use assessment effectively to understand children's needs. For example,

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need to do better?

when children join a room, all staff contribute to a spidergram that helps build a picture of the child's development in all areas. This whole-setting approach to managing transitions means that children quickly feel secure and are well supported from the beginning. n Staff deliver a rich set of experiences for children to learn from. Staff identify the experiences children might otherwise not have, such as riding a bus, visiting a

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need to do better?

19 June 2024 library or planting herbs in the community allotment. These well-planned experiences give context to children's learning and help them to understand the wider world. n Staff support children to understand and regulate their emotions using a range of strategies. For example, children seek out sand timers to agree with each other when it will be their turn with a toy. Staff help children name the big emotions they feel and talk about why they feel that way. Consequently, children manage their emotions well and are ready for learning. n The setting fosters strong relationships with families. There is a constant flow of information about how to support children's learning at home. In turn, families share children's experiences, achievements and challenges. Consequently, staff are able to support children in the areas they need it the most. n The setting works effectively with other agencies. For example, information from

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need to do better?

specialist support workers quickly feeds into personalised plans to support children with special educational needs and/or disabilities (SEND). As a result, all children receive full access to high-quality care and education. n Leaders support staff effectively to manage the demands of their work. There are strong shared values across the nursery, which help each child achieve their full potential. However, support and coaching for staff does not sufficiently focus on improving the practitioner's teaching of the curriculum. This reduces opportunities to reflect on quality throughout the nursery and enhance individual practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n ensure the leader's support for staff is sharply focused on improving practice and subject knowledge.

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Setting details

Unique reference number EY364314 Local authority Lancashire Inspection number 10339308 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 41 Number of children on roll 80 Name of registered person The Village Nursery (Helmshore) Ltd

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reference number

Telephone number 01706 211 422 Date of previous inspection 10 July 2018

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Information about this early years setting

The Village Nursery Ltd is in Haslingden, Rossendale and registered in 2008. The nursery employs twelve members of childcare staff, eight at level 3, two at level 4, one at level 5 and an unqualified apprentice. The nursery opens five days a week from 7.30am to 6pm for 51 weeks of the year. The nursery provides funded education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the nursery 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 nursery. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and room leaders joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND.

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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

19 June 2024 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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