The Bakewell Forest School Nursery

Inspection of Child 1st (Bakewell) Day Nursery Derbyshire House, Bakewell DE45 1EE

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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

Children arrive at this warm and inviting nursery happy, confident and eager to learn. They form secure bonds with staff. Staff working with babies provide a nurturing and calm environment. They understand how to support and meet the needs of babies. Staff gather meaningful information from parents about home routines and their child's emerging likes and dislikes. All children settle well and show confidence to explore the resources that are provided and to try new things. They become familiar with the nursery and their key person.

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The provision is good

Children are becoming increasingly independent. Babies feed themselves with spoons, and older children use knives and forks. They have a healthy and nutritious diet and good appetites. Older children take off and put on their own coats and shoes, use the toilet and wash their hands independently, and pour their own drinks and clear their plates at mealtimes. On arrival at the nursery, older children find their name card and select their peg where they hang their belongings. This gives children a sense of responsibility and high self-esteem. Children revel in the opportunities to run, climb and explore the outdoor space at the nursery. They participate in yoga sessions led by staff to promote their physical and mental health. This helps children maintain their positive well-being. Children make good progress at this nursery.

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need to do better?

n Staff promote a love of books and stories across the nursery. They read with enthusiasm and animation. Staff choose stories that link to the topics that the children are learning about. For example, pre-school children are read books about feelings and emotions. Staff use words in the story such as 'delighted' and 'anxious'. However, staff have not yet considered how to reinforce the use of new words to extend children's vocabulary further. Some words that staff use in conversation with the children are basic for the children's age and stage of development. n Staff are kind and caring in their approach. They are positive in their interactions with children and are good role models. For example, staff model good manners when asking questions or providing help to children to zip up their coats. This helps children learn to be kind and considerate to their friends. Children behave impeccably well and help each other to regulate their emotions. They know the

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need to do better?

'golden rules' of the nursery. n Staff have embedded routines where children actively participate in creating a safe and well-organised environment. Pre-school children demonstrate responsibility as they complete 'health and safety' checks outside before they use the space. Children are involved in setting the table for lunch and happily complete this task. These positive behaviours shape a harmonious environment,

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need to do better?

17 February 2025 where children's learning and development can flourish. n Leaders have developed a curriculum that is progressive and encourages children to develop the skills that they will need for future learning. Staff plan activities for children's play that support what children need to learn next and are based on children's interests. However, on occasions, staff do not have precise information from their assessments of what children already know. For example, staff plan an activity for children to learn about the names of different shapes but the children already know these. This means that some activities are not challenging enough to help children make even better progress. n Staff establish friendly and positive relationships with parents and carers. They share information about children's individual achievements verbally and through an online system. Staff host termly parents' evenings, allowing more in-depth

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need to do better?

conversations about their children's progress. Parents speak highly about the quality of the information they receive from staff. This effective communication supports continuity in all children's care and learning. n Leaders value their staff team. Staff are supported in their professional development. They receive the coaching and training they need to build on and extend their skills and knowledge. Leaders empower staff to use their strengths and knowledge to enhance the setting. Staff report high team morale. They feel well supported by managers, which promotes a harmonious learning environment 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 that puts children's interests first.

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should:

n support staff to reinforce new words that are introduced to children to increase children's vocabulary and enhance their communication and language skills n support staff to consider and plan how to connect and build on children's previous learning.

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Setting details

Unique reference number EY545876 Local authority Derbyshire Inspection number 10372399 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 72 Number of children on roll 97 Name of registered person Child 1st (Bakewell) Ltd

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reference number

Telephone number 01629 813888 Date of previous inspection 16 April 2019

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Information about this early years setting

Child 1st (Bakewell) Day Nursery registered in 2017 and is located in Bakewell, Derbyshire. The nursery opens from 8am until 6pm, Monday to Friday, all year round, except for bank holidays and one week at Christmas. The nursery employs 20 members of childcare staff. Of whom, 15 hold appropriate early years qualifications at level 3 or above, including one with a qualification at level 5 and one with a qualification at a degree level. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The nursery manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children and staff spoke with the inspector during the inspection. 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 nursery manager and the inspector completed a joint observation. n The inspector took account of the views from parents. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

17 February 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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