Rose Hill @ Hednesford Nursery School

Inspection of Rose Hill @ Hednesford Nursery School Hednesford Nursery School, Eskrett Street, Hednesford, Staffordshire WS12 1AR

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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 are greeted by staff as they enter this nursery school and are happy to start their learning. Supporting children's emotional well-being is an important part of the curriculum. Staff help children to feel settled and organise the environment to provide space for children to regulate their emotions when they experience times of challenge. They talk to children about how they are feeling and help them to recognise what will help them to feel better. This helps children to be resilient and manage any difficulties they encounter. The nursery school has a mentor dog, who serves as a unique resource for children. Staff teach children how to recognise signals from the dog to show she is happy for them to approach her. This in turn teaches children to recognise emotional signals from their friends and develop a sense of empathy.

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The provision is good

The curriculum is ambitious for all children. Leaders and staff are successful at implementing educational programmes that build on children's existing knowledge. They provide experiences which broaden children's understanding of their local community and of each other. Children are highly skilled and competent by the time they move to school. There is a strong focus on language development in the curriculum. Staff are skilled at extending children's vocabulary and supporting them to think critically through the exciting activities they offer. Children are keen and motivated to engage in learning.

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need to do better?

n Staff have a secure knowledge of the curriculum and are skilled at teaching children. They plan activities that stem from what they know about children and extend their learning further. Staff support them to recall things they have previously learned and provide plenty of opportunities to practise developing skills so that their learning is consolidated. Children enjoy making discoveries about the sea and name animals such as sea horses and clownfish. n The curriculum for mathematics is good. Younger children learn about early concepts such as filling and emptying as they play in sand. Learning is then sequenced as children move through the nursery school to introduce size and basic counting. When children reach the pre-school room, staff play games with them to help them learn about more complex concepts, such as subitising. As a result, children develop a keenness to engage in mathematics. n Children become independent. Younger children learn to tidy up after

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need to do better?

themselves and clean their plates after eating. Older children demonstrate their independence more confidently. They make choices over their learning, manage their intimate care needs and take responsibility for their own belongings. This helps children to become self-sufficient, ready for their move to school. n Children with special educational needs and/or disabilities (SEND) make good

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need to do better?

2 July 2024 progress. Leaders and staff know children well and work closely with parents and other professionals to make sure they receive the support they need. For example, children with a physical disability are encouraged to walk independently. Staff implement advice from medical professionals, and as a result, children are able to move around outdoors with their friends. This means all children have full access to the curriculum. n Generally, staff embed daily routines throughout the nursery school effectively. For example, older children know that they need to tidy away and line up when it is time to come in from outdoors. They do this without prompting. However, the organisation of routines for younger children at lunchtime is not as effective. Staff do not always supervise children when eating or when using the bathroom to ensure they have washed their hands. n Leaders are passionate about the care and education they offer to children. They

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need to do better?

recognise the importance of having a knowledgeable and skilled staff team that helps children to make good progress. They have effective arrangements in place for supervising and monitoring staff practice. They are reflective and identify areas of the nursery school where they can make improvements. This means that the experiences being offered to children are continually improving. n Parents and carers comment highly about the nursery school. They say staff are friendly and are amazed at the things children learn there. They put the progress children have made down to the teaching and experiences offered. They say they feel listened to and receive regular ideas of how to support children at home. Wider family members say they feel equally as valued as parents. This helps children to experience consistency in their care.

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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 review the organisation of routines for younger children, particularly at lunchtime, to ensure their needs are met at all times.

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Setting details

Unique reference number 2691020 Local authority Staffordshire Inspection number 10353759 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 64 Number of children on roll 68

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Name of registered person

The Hednesford Hill's Federation Governing Body

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reference number

Telephone number 01543 227090 Date of previous inspection Not applicable

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Information about this early years setting

Rose Hill @ Hednesford Nursery School registered in 2022 and is located in Staffordshire. The nursery school operates all year round, Monday to Friday, from 7.30am until 6pm. The nursery school employs 19 members of staff, of which 15 hold a relevant qualification at level 3 and above. The nursery school provides early education funding 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 provider and has taken that 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 their children to learn. 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. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n Parents and carers shared their views of the setting with the inspector.

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Inspection activities

n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

2 July 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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