The Abbey Nursery School

Inspection of The Abbey Nursery School Weaverham Methodist Church Forest Street, Weaverham, Northwich CW8 3EY

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Inspection date: 21 June 2024 - 23 September 2024

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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 Good

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The provision is good

Staff support children to thrive in this nursery. Children form trusting relationships with familiar staff, which helps them to feel settled. For example, staff in the baby room work hard to build loving relationships with the babies they look after. Babies snuggle into their key person when they are a little upset. They soon settle as staff distract them with their favourite stories and songs. Toddlers enjoy socialising with their peers during mealtimes. Staff use these opportunities to encourage children's independence skills by supporting them to feed themselves. They also support children with their communication and language. Staff hold back-and-forth conversations with children which are appropriate for their stage of development. Children respond and enjoy sharing stories from their home life. This shows that children can recall past events and articulate these well.

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The provision is good

Staff provide a wide range of learning experiences for all children in each of the rooms. As a result, children are happy and demonstrate good levels of engagement, which helps them to develop a positive attitude to learning. The provider has also placed a strong emphasis on supporting children's communication and language skills. This works very well as children are becoming confident communicators, who are keen to express their thoughts about nursery. As one child said, 'I love seeing my friends.'

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need to do better?

n There is a clear and ambitious curriculum intent in place which is understood by staff. Staff use observations and assessments to plan children's next steps in learning. In the main, the curriculum is implemented effectively. On rare occasions, the delivery of the curriculum does not always meet the individual learning styles of all children. Therefore, children who learn best through imaginative play and exploration lose focus when they are encouraged to engage in more structured learning experiences. n Staff know children well and talk confidently about their current interests and likes. They use this skilfully to plan learning experiences which ignite children's curiosity. For example, staff working with the toddlers know that they have a big interest in animals. Staff use this knowledge to plan animal-based activities that ignite toddlers' interests. This helps children to achieve the skills they need to

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need to do better?

make good progress in their learning. n Staff interactions with children are of high quality and support their communication and development. Staff ask age-appropriate questions, which promotes children's thinking and language. This also helps to develop children's early literacy skills. On occasion, during group story time activities, staff do not always tailor these to take account of the different ways in which children learn. The activity goes on for too long for some children, which causes them to lose

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need to do better?

21 June 2024 focus. n Children with special educational needs and/or disabilities (SEND) are supported with strategies that help them to understand routines. For example, staff use visual prompts during times of transition, such as lunchtime. This helps children understand what is happening next. This also helps to support children's emotional well-being and their individual needs. n Staff gather valuable information from parents, during their children's settling-in sessions. As a result, children benefit from a smooth transition into the setting, which supports their emotional well-being. Staff use this information to get to know children's interests and plan their environment. For example, staff in the toddler room plan learning experiences using dinosaurs. This helps to support toddlers to engage and develop their self-confidence. n Parents speak highly of the setting and say that their children are happy here.

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need to do better?

They value the updates from staff regarding their children's development. Parents also appreciate the information relayed during handover times. Staff work in partnership with parents of children with SEND by offering strategies to help support their children's learning at home. This communication helps to keep parents updated on their children's learning and care routines. n There is a secure induction process in place which supports newer members of staff to develop their practice. Staff keep their mandatory training, such as safeguarding and paediatric first-aid training, up to date. Staff are also dedicated to enhancing their practice and embark on different online training courses to support their professional development. This helps to improve the outcomes for children.

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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 which puts children's interests first.

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should:

n support staff to implement the curriculum to meet the unique learning styles of all children, to help them to develop their focus and remain engaged in their learning.

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Setting details

Unique reference number EY500660 Local authority Cheshire West and Chester Inspection number 10335759 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 70 Number of children on roll 79 Name of registered person The Stables Nursery School Ltd

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reference number

Telephone number 01606 539000 Date of previous inspection 26 June 2018

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Information about this early years setting

The Abbey Nursery School registered in 2016. The nursery employs 14 members of childcare staff. Of these, one holds a qualification at level 6 and seven hold a level 3. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am to 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Information about this inspection

Inspectors Remi Stennett Suzanne Fenwick

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. An inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspection started on 21 June 2024. An inspector returned on 23 September 2024 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. n The manager and the inspectors completed learning walks together of all areas of the nursery and discussed the early years curriculum. n Staff spoke to the inspectors during the inspection. n The inspectors observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspectors carried out joint observations of group activities with the manager. n An inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views. n An inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Children spoke to/communicated with the inspectors 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

21 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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