Flower Pots Day Nursery (Chaulden)

Inspection of Flower Pots Day Nursery (Chaulden) Isbister Centre, Chaulden House Gardens, Hemel Hempstead, Hertfordshire HP1 2BW

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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

Children show high levels of happiness and joy as they arrive at this vibrant setting. Staff welcome children with radiant smiles, which helps children separate from carers with ease. Relationships between staff and children are respectful. Staff approach children before changing nappies and explain where they are going and what is happening. They help children to develop emotional security as they chat kindly and sing to children during intimate hygiene routines.

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The provision is good

Leaders ensure that children are settled and ready to learn through the comprehensive settling arrangements and key-person approach. Children show secure attachments to their key person and others. During play, children express positive emotions as they laugh infectiously and engage in joyful play with kind and caring adults. Children radiate joy and happiness.

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The provision is good

Staff manage children's behaviour well. When children have minor disagreements, staff intervene and remind them about being kind and taking turns. They praise children for making positive choices and are helping children to develop their understanding of a range of feelings. Children are beginning to develop self- regulation skills and understand how their actions make others feel. As a result, children's behaviour is very good. Children demonstrate good table manners. They engage in social conversations and remember to say please and thank you.

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need to do better?

n Leaders have developed a curriculum that supports children to gain essential skills and knowledge for the future. Staff understand what it is they want children to learn next and provide opportunity for children to make progress. n Children who are disadvantaged are well supported by staff, who genuinely care about the progress children make. There are plans in place to help close gaps for children with special educational needs and/or disabilities. Effective partnerships and secure attachments between staff and children mean that children make the progress they are capable of. n Staff use mathematical language during the day. They count blocks with children and describe how their castle is 'tall'. At snack time, children are encouraged to count the number of pepper slices they serve themselves. n Staff engage warmly with children. They chat to them and ask questions about their play. The youngest children experience interactions that help them to be

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need to do better?

curious and explore their surroundings. For example, they develop their senses through fruity water play. Older children access a range of learning experiences that support their interests. However, staff's questioning does not always help extend their thinking or stretch and challenge children's ideas. n Children show high levels of energy as they engage in physical play. They show

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need to do better?

24 March 2025 enjoyment as they play catch and kick games with balls. They laugh infectiously when adults chase them to retrieve the ball. They demonstrate strength, balance and coordination in their play. They also show a regard for the rules of the game and working with others. n Children enjoy familiar stories and rhymes. They engage with adults as they explore the pages in books. Youngest children enjoy sensory books. Staff describe what they feel as they guide their children's fingers across the page. This means that children connect new words with experiences that help to consolidate new vocabulary. Staff sing enthusiastically as children engage in a song called 'Miss Polly' and copy the actions. n Children show increasing independence as they serve their food and manage personal hygiene. Staff support children with positive praise when they achieve tasks for themselves. This helps boost children's well-being and confidence to try

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need to do better?

new things. n Parents commend the setting for how well they care for children. Parents feel valued and appreciate the information they receive about their children and the progress they make. n Leaders use evaluation well. They are aware of areas for development and take steps to remedy these swiftly. Regular supervision and room observations ensure that staff receive regular feedback and access relevant training to improve their practice. n Children learn about their community. They recognise local landmarks that are also displayed in the setting, They use these to discuss their experiences, such as when they visit the canal and local moor. Children learn about emergency services through topics, such as people who help us.

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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 be able to use a range of questioning techniques that support children to develop their thinking skills, promote enquiry and broaden knowledge, particularly for older children who are in mixed-age groups.

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Setting details

Unique reference number 2713160 Local authority Hertfordshire Inspection number 10376214 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 89 Number of children on roll 37 Name of registered person Flower Pots Day Nursery Childcare Ltd

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reference number

Telephone number 01442 218342 Date of previous inspection Not applicable

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Information about this early years setting

Flower Pots Day Nursery (Chaulden) registered in 2022. It is located in Chaulden in Hertfordshire. It operates Monday to Friday, from 7.30am until 6.30pm all year round, except for bank holidays. The nursery employs eleven staff, of whom six hold an appropriate early years qualification at level 3 or above. The nursery provides funded early education for all eligible children.

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Inspection activities

n The leadership team and the inspector carried out a learning walk and discussed how the curriculum for the setting is organised. n The inspector and manager carried out a joint observation together. n The inspector observed teaching and learning, indoors and outdoors, and assessed the impact this has on children's development. n Parents shared their views with the inspector and their comments were taken into account. n A range of documentation was sampled, including evidence of suitability checks.

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Inspection activities

24 March 2025 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

24 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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