Ashbridge on Ribble

Inspection of Ashbridge on Ribble Victoria Road, Walton-le-Dale, Preston PR5 4AB

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

The management team has gone above and beyond expectations in the design of the curriculum. The team is truly dedicated to helping children to achieve the best start in life. The ethos of the curriculum is attachment, warmth and nurture. The management team knows that secure, happy children learn better. The team is committed to helping children build foundations that promote and support their future learning journeys, including after leaving this setting.

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The provision is outstanding

The management team invests in its staff to exemplary levels and is acutely focused on continuous improvement. Staff learn about how children's brains develop and use this knowledge to consider how best to implement the curriculum for each individual child. Every child in this setting experiences a rich, enthralling and personally challenging quality of education, which helps their progression to soar.

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The provision is outstanding

Staff feel respected and heard. They appreciate the support and guidance of the management team. They then, in turn, reinvest this respect into children. Children are given choices, asked for their opinions and treated as important, esteemed members of the setting's community. They feel proud of their achievements, engaged by their learning and valued by staff and their peers. This is reflected in children's wonderful behaviour. Children know what is expected of them and meet these expectations with gusto.

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need to do better?

n The ambition of the management team is infectious. The team is committed to cultivating a staff team that has a secure understanding of how young children learn. The management team encourages staff to attend training, attain new qualifications and explore different ways to deliver the curriculum. Staff are highly motivated by this. They meet the expectations of the management team and fulfil their roles with real passion. This makes for a curriculum that is exciting, fun and inspirational for every child. All children, regardless of special educational needs and/or disabilities, circumstance or stage of development, make exceptional progress. n Children are confident communicators. They are able to communicate effectively long before they can verbalise words. Babies hold babbling conversations with staff. They pause, listen to adults' responses, think and reply. They show a tremendous grasp of what speaking with others entails, before they even say

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need to do better?

their first words. Older children advocate for themselves. They beam with pride as they excitedly highlight things that are unique about themselves. They are assured in the knowledge that they are important and differences are to be celebrated.

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need to do better?

5 March 2025 n Children value the feelings of others. Staff are such strong role models that children know how to behave admirably within their peer groups. Children rush to help one another when they see a peer is struggling with a task. They offer words or encouragement and praise to those who need them. They share, take turns and consider one another with empathy and respect. n The management team recognises that partnership working is a key element of a successful curriculum. The team is keenly focused on building and maintaining effective communication and collaboration with parents. Parents appreciate this. They welcome the opportunities to further enrich their children's learning at home. Children benefit greatly from this consistency. For instance, some parents learn the value of reading to children from an early age due to the support of the management team. They actively engage with the on-site library and cherish

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need to do better?

story time with their children. This helps all children to build an early love for literacy. n Staff help to prepare children for their futures. A key element of the curriculum is to provide children with life skills that will support their learning and growth well after they leave the setting. Children show impressive levels of independence and key knowledge. They are able to assess risks in environments, grow food, express their feelings through art and engage productively with nature. They gain valuable experiences from attending this setting. They are set up with tools that actively support them to succeed. n Outdoor learning is a strength of the setting. Happy sounds fill the air outside. Older children build dens, manipulate toy vehicles and play chasing games with their friends. They build their own obstacle courses and manage calculated risks with ease. Babies show they are true explorers. They have ample access to

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need to do better?

learning outside, enjoying just as much challenge and fun as their older peers. All children's personal development is robustly 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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Setting details

Unique reference number EY478907 Local authority Lancashire Inspection number 10390948 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 100 Number of children on roll 153 Name of registered person Ashbridge School Ltd

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reference number

Telephone number 01772 561186 Date of previous inspection 10 January 2020

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Information about this early years setting

Ashbridge on Ribble registered in 2014. It is managed by Ashbridge School Ltd. The setting operates from 7am to 6pm, Monday to Friday, all year round. There are 43 employed childcare staff. Of these, 12 hold an appropriate early years qualification at level 6, 11 hold a level 3 qualification, three are qualified to level 2, and 17 members of staff are unqualified. The setting offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The management team and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to the children to find out about their time at the setting. 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 Staff spoke to the inspector during the inspection. n A member of the management team and the inspector carried out a joint observation of an activity. 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

5 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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