Ashbourne Day Nursery at Padgate

Inspection of Ashbourne Day Nursery at Padgate Hilden Road, Padgate, Warrington WA2 0JP

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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 Requires improvement

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The provision is good

Children are happy, settled and secure. Upon arrival, they receive a lovely warm welcome from staff and are eager to go off and find their friends to play with.

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The provision is good

Leaders, managers and staff have acted swiftly in making improvements since the last inspection. Together, they have designed a curriculum that is ambitious and builds on what children know and can do. Overall, the quality of education is good. Staff have high aspirations for children, including those children with special educational needs and/or disabilities (SEND). Staff place a strong focus on supporting children's understanding of caring for others and their learning environment. Children start their day singing the welcome song to each other. Babies are sung to throughout the day and snuggle in with staff when exploring books. Staff remind children to think about keeping their room safe through tidying away their toys. Children are supported to use their manners and say 'please' and 'thank you' in their conversations. Furthermore, staff provide children with praise and encouragement throughout the day. Consequently, children's self-esteem and

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The provision is good

Staff model expectations for children's behaviour and routines. Children know what is expected of them. For example, when preparing to go outside, they know that they need to form a line and wait to be counted. Additionally, once outside, children understand that they need to swap into their wellington boots if they want to play on the grassed area. Children demonstrate a positive attitude to learning.

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need to do better?

n Leaders support new and existing staff to improve their skills and knowledge through targeted professional development. For example, staff have recently received training to help them care for babies. They reflect on the positive impact this has had on their knowledge. After this training, they have made changes to the learning environment to provide greater opportunities for babies to develop their core strength. n Staff provide many opportunities to develop children's communication and language skills through a range of play experiences. Staff engage children in conversations, using open-ended questions and back-and-forth commentary. However, on some occasions when staff plan adult-led activities for younger children, they do not fully consider the background noise. This means that it is difficult for children to focus their listening on the sounds and words and the intended learning. n Children's personal development is supported well. Children are provided with

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need to do better?

healthy food and snacks, which they eat with gusto. Young children know they need to take a tissue from the box and attempt to wipe their nose. Others

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need to do better?

25 February 2025 skilfully put on their own coats in readiness for outside play. Children are developing their independence skills to help them take care of themselves. n Children with SEND, and children in receipt of additional funding, are well supported. Staff use assessment effectively and act promptly when they have concerns about children's development. They work in partnership with parents and carers and external professionals. Staff work together to plan and monitor appropriate targets for each child. Children's targets are shared with parents to enable a coordinated approach to their learning and development. All children make good progress in their learning and development. n There is a minor weakness in the curriculum for mathematics. Staff incorporate some mathematics into the daily activities and routines of the setting. For example, children are beginning to learn about the order of number through

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need to do better?

counting songs. However, staff do not make best use of opportunities in children's play to explore key mathematical concepts, such as shape, colour and number recognition. This means that children are not consistently developing a base knowledge of mathematics to support them in their next steps for learning. n Staff encourage and talk about kindness with children. They model how to be polite and recognise when children are considerate to one another. When a young child is upset, they are cuddled and soothed by staff and asked, 'Are you feeling sad?' Children are developing empathy and an understanding of their feelings and those of others.

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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 develop further the curriculum for mathematics to improve children's knowledge of mathematical concepts n improve the implementation of the curriculum for communication and language so that children benefit further from opportunities to help them develop their communication and language skills.

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Setting details

Unique reference number 2783431 Local authority Warrington Inspection number 10383599 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 50 Number of children on roll 25 Name of registered person Ashbourne Day Nurseries Limited

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reference number

Telephone number 0800 699 0044 Date of previous inspection 14 June 2024

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Information about this early years setting

Ashbourne Day Nursery at Padgate registered in 2024. The nursery is situated in Padgate, Warrington. It employs seven members of childcare staff. Of whom, six hold appropriate early years qualifications at level 2 or above. The nursery opens Monday to Friday, all year round. Sessions are from 8am to 6pm. The nursery provides funded early education for children from nine months old to four years old.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years foundation stage curriculum. 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 Staff 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 joint observations of group activities with the manager. n The inspector spoke to parents during the inspection and took account of their views. 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

25 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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