Garden House Nursery

Inspection of Garden House Nursery Garden House Nursery, 18a, St Nicholas Street, Ipswich IP1 1TJ

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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 create an exciting, friendly and inviting environment for children. As a result, on arrival, children readily leave their parents at the door. Staff ensure that activities reflect children's interests. For example, when they show an interest in superheroes, staff provide resources and activities for children to access to develop their imagination. As a result, most children quickly engage in play. They have formed strong friendships with others and play harmoniously together. For example, in the sand tray, children work together to fill buckets of sand, giggling when sand overflows. Younger children spend time with staff building towers out of wooden blocks. Overall, they develop a positive attitude to learning and confidently lead their own play.

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The provision is good

The leadership team has a clear vision for the skills they want children to acquire before starting school. They have designed a broad and balanced curriculum that includes opportunities for play both indoors and outside. Consequently, all children, including those who speak English as an additional language, make good progress in their learning and development.

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The provision is good

The nursery celebrates and values the diverse backgrounds of all children, encouraging them to share their experiences. This helps children to value their own identity and respect the similarities and differences of others.

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need to do better?

n Children are becoming confident communicators. Staff encourage an early love of books as they read to children in group story time. They introduce children to a wide range of vocabulary through play and learning activities. For example, staff encourage children to describe the textures of the materials they use when planting seeds; they model words such as 'squishy' to describe an alternative word to soft. n Overall, staff interact well with children. For instance, when the children pretend to make food in the role-play kitchen, staff join in to build on and support children's imagination. Children eagerly make different meals for staff to sample. Staff spend time with children creating structures with magnetic shapes. However, staff are not always quick to identify when some children might need further support to engage fully in their play and learning. n Children behave well. Staff use consistent strategies to remind children of what

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need to do better?

is expected and why actions such as throwing sand are not safe. Staff help children to understand the routines of the day. For instance, when a timer is set, children know they have five minutes left to play before tidying up. This helps children bring their play to a satisfactory end and prepares them for what comes next. As a result, transition times are calm and efficient.

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need to do better?

3 March 2025 n Children learn to take responsibility and develop compassion and empathy for nursery pets. Staff organise a rota for children to help with tasks such as cleaning and feeding them. Children explain to visitors how they bring in carrots from home as treats for the nursery rabbit. n Children enjoy being physically active with the encouragement and support of adults. For example, in the garden, babies beam with pride when they practise their walking, with staff allowing them the time to succeed. Older children develop their balance and coordination as they walk on bucket stilts, showing increasing confidence in their abilities. Children manipulate play dough with their hands to make pretend cupcakes. This helps to develop the muscles in their hands in preparation for early writing. n Staff know their children well and are kind and caring. They make sure that children have access to individual books filled with family photographs to help

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need to do better?

provide comfort while settling in. However, recent changes in staff have impacted the effectiveness of the key-person system, making it more difficult for children to build strong attachments. As a result, babies take longer to settle. n The leadership team are supportive of their team. Staff report feeling happy in their roles and are confident in sharing their thoughts and ideas. They reflect on their own practices, evaluating the quality of their work and considering ways to continually develop their skills and knowledge.

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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 better recognise when some children may need additional support to help them engage in their learning n continue to establish the key-person system with new staff to ensure children form secure attachments and their emotional well-being is supported effectively.

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Setting details

Unique reference number 2721372 Local authority Suffolk Inspection number 10383203 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 53 Number of children on roll 66 Name of registered person Wincomb, Kelly

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reference number

Telephone number 01473281616 Date of previous inspection Not applicable

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Information about this early years setting

Garden House Nursery re-registered in 2023. The nursery employs nine members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 and above. The nursery opens from Monday to Friday all year round. It is closed for a week at Christmas and bank holidays. Sessions are from 8am until 6pm. Sessions are from 8am until 6pm. The nursery provides funded early education.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The 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 spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

3 March 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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