Attimore Barn Nursery & Pre-School Ltd

Inspection of Attimore Barn Nursery & Pre-School Ltd Pre School, Attimore Barn, Ridgeway, Welwyn Garden City AL7 2AD

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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

Staff skilfully create an exciting learning environment that is focused on the specific needs and interests of all children that attend. Staff identify children's changing interests and are swift to adapt activities, ensuring the environment remains interesting. As a result, children remain deeply engaged in play throughout their time at the setting.

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The provision is good

Children start the day with a positive attitude to learning. Along with staff, they discuss the exciting activities they can explore, both indoors and in the secure outdoor play area. Staff use the setting mascot, 'Rainbow Bear', to explore the setting rules. Children confidently explain how adhering to them will keep everyone safe and happy. Children are learning to manage conflicts independently. Staff encourage the use of timers to monitor time spent during popular activities. These well-considered strategies support children to take turns and behave well while at their nursery and pre-school.

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The provision is good

Leaders and staff demonstrate a thorough understanding of children's individual circumstances and early experiences. This enables them to plan exciting learning opportunities that children may not otherwise receive. For example, children develop close friendships with elderly residents of the local care home. Together, they enjoy craft activities, sing songs and share stories that promote children's engagement in their local community.

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need to do better?

n Effective induction processes ensure that children settle well in the nursery and pre-school. Staff gather detailed information about children's routines from the start. They use this knowledge well when supporting children in their new environment. The same sharp focus is given to supporting children's transitions to school. Staff plan activities and establish routines that mirror those that children will experience in their new settings. As a result, children are well prepared for their next stage of learning. n Leaders and staff work hard to establish strong relationships with other professionals. They regularly seek advice and gather ideas to meet the specific needs of all children who attend. For example, all staff have recently undertaken extensive Makaton training to enhance their teaching and children's communication skills. Relationships with other settings children attend are particularly strong. A robust, collaborative approach to children's learning

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need to do better?

supports them to settle well in their learning environments and make good progress. n Developing children's communication and language skills is well considered across all areas of the setting. Staff role model new vocabulary during the

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need to do better?

10 January 2025 exciting activities they create. For example, children explore the 'cloudy' and 'transparent' potions in a science activity. Children engage in regular group sessions, where they have the opportunity to express their feelings and ideas. However, at times household tasks take priority and children miss out on learning-rich interactions with staff. n Engagement with parents is strong. Staff provide families with learning packs that focus on promoting the development of individual children. This allows parents to support children's learning at home and develop a deep insight into their development. Parents are complimentary about staff and the care they provide. They comment on the exciting learning experiences children engage in daily and how they thoroughly enjoy their time at the setting. n Staff sequence children's learning well, planning activities that build on children's interests and knowledge. For example, children are excited about making their

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need to do better?

own pizzas in a future session. In preparation, staff encourage them to explore the fragrances of the herbs they will use. They practise their chopping skills on soft fruit prior to cutting the firmer vegetables that will go on top of their pizzas. n The dedicated leaders are committed to supporting staff development and well- being. Staff have access to numerous online and face-to-face training opportunities. Daily meetings and an open-door policy allow staff to discuss their needs and concerns. As a result, morale is high, and staff feel well supported.

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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 daily tasks do not get in the way of providing children with consistently rich interactions and outstanding learning opportunities.

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Setting details

Unique reference number 2694845 Local authority Hertfordshire Inspection number 10363689 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 32 Number of children on roll 25 Name of registered person Attimore Barn Nursery & Pre-School Ltd

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reference number

Telephone number 07766407317 Date of previous inspection Not applicable

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Information about this early years setting

Attimore Barn Nursery & Pre-School Ltd registered in 2022. It employs five members of childcare staff, three of whom hold early years qualifications at level 3. The setting operates from Monday to Friday, during term time only. Sessions are from 9.15am to 12.15pm with a lunch club running from 12.15pm to 1.15pm. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector considered the views of parents by speaking to several during the inspection and reviewing feedback letters. n The inspector looked at relevant documents, including evidence of the suitability of all staff. n The inspector observed the interactions between staff and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and leaders completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with staff and leaders about the monitoring of learning and development in the setting and tracked the progress of several children.

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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

10 January 2025 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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