Ashbourne Day Nurseries at Leighton Buzzard

Inspection of Ashbourne Day Nurseries At Hedgeland Community Hall, Hornbeam Close, Leighton Buzzard, Bedfordshire LU7 3FE

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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 Inadequate

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The provision is good

A number of changes and improvements have been made at the nursery since the last inspection. The nursery is welcoming, and hygiene routines are supported positively by the staff. Children learn to manage their own hygiene needs, such as by using the newly introduced nose wiping station. Children are safe and well cared for. Their individual learning needs are carefully considered and staff tailor learning opportunities to provide engaging and exciting activities for children. Staff supervise children appropriately, including while they eat their nutritious meals.

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The provision is good

Children are happy and settled across the nursery. Babies grow in confidence. They form strong bonds with their key person and regularly check in with them for comfort and reassurance when needed. Staff support children with their behaviour using a range of positive and appropriate strategies. For instance, staff swiftly suggest alternative games to play and follow children's interests if they begin to display any low-level disruption. This helps to re-focus children's attention and children quickly engage in positive interactions as a result.

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need to do better?

n Changes to the leadership and management of the nursery are now being embedded and those with oversight have a clear and ambitious vision for the nursery. Staff feel valued in their roles. They have received training in various areas of child development, as well as in the recently introduced changes to the curriculum. This has had a positive impact on their ability to provide children with opportunities that are relevant to their individual needs. Regular supervision discussions are taking place and new staff receive a full induction into their roles. n Mealtimes are a positive experience for all children. Staff sit with them, engaging children in discussion or singing songs as they wait their turn to serve themselves lunch. This promotes children's social interactions with others. Older children learn to serve themselves, with staff supporting them to scoop food from dishes and place it carefully onto their plates. Babies have their needs met

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need to do better?

sympathetically as staff gently wipe their hands and faces once they have finished eating. Older children become more independent, clearing up and cleaning their own hands when they are finished. n Staff interactions with children are purposeful and build on children's existing knowledge. The curriculum is focused on communication and language and providing children with the skills they need to move on to the next stage of their learning successfully. Children remain focused and engaged as they play. Toddlers demonstrate their ability to share. For instance, children pretend to make food with dough and share it with those around them without prompting. n Children's progress is regularly assessed, including required assessments to

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need to do better?

26 March 2025 monitor children's progress in the prime areas of learning. Communication between staff across the nursery is good and this supports children's transitions between rooms positively. For instance, staff hold discussions about children before they move up to the next room so that staff in other rooms can plan accordingly for when the child starts. n Parents feel that their children are happy and safe at the nursery. Staff hold discussions with them, such as at parents' evenings and hold daily discussions at drop off and pick up times. However, not all parents feel fully informed about their child's time at nursery and the progress their children make. n Outdoor learning opportunities are carefully considered for toddlers and pre- school children. Staff plan activities based on children's interests and use what they know about children to provide engaging learning opportunities outside. However, provision outdoors for babies is currently not as strong.

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need to do better?

n Children who have special educational needs and/or disabilities enjoy their time at the nursery. Staff know all of the children well and are aware of what areas children need more support with. While children who need additional support currently receive this, further work and training is needed to ensure that the support on offer is identified and implemented even more swiftly to minimise delays to the help children receive.

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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 Strengthen communication with parents, in particular in relation to children's progress in their learning and development n develop the outdoor learning environment to enable babies to make the most of their learning opportunities outdoors n help staff to more swiftly identify and deliver focused support to children who have special educational needs and/or disabilities.

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Setting details

Unique reference number EY561636 Local authority Central Bedfordshire Inspection number 10371568 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 47 Number of children on roll 60 Name of registered person Ashbourne Day Nurseries Limited

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reference number

Telephone number 07943788347 Date of previous inspection 7 October 2024

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Information about this early years setting

Ashbourne Day Nurseries At Hedgeland registered in 2018. It is one of a chain of nurseries. The nursery is open Monday to Friday from 7.30am until 6pm for 51 weeks of the year. The nursery employs seven members of staff, of whom four have appropriate qualifications at level 2 and above. The nursery provides funded early education places to all eligible children.

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Inspection activities

n Leaders completed a learning walk with the inspector of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to staff and children during the inspection. n The inspector and leaders jointly observed staff practice and considered the impact of staff interactions on children's learning and development. n Parents spoke to the inspector and shared their views of the nursery. n The inspector reviewed relevant documentation, including documents to demonstrate the suitability of staff.

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Inspection activities

26 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

26 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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