Ashbourne Day Nurseries at Princes Risborough

Inspection of Ashbourne Day Nurseries at Princes Risborough Redvale House, New Road, Princes Risborough, Buckinghamshire HP27 0JN

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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 enjoy a warm welcome from staff when they arrive. They separate from their parents with ease, showing they feel safe and settled at nursery. They are quick to engage in a range of interesting and exciting activities. Staff plan and resource activities that reflect children's interests and skills. This helps them to secure their current skills and build on their next steps in learning.

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The provision is good

Children show strong bonds with the staff that care for them and for each other. They show kindness and care to their friends and offer help and encouragement during their play. Staff teach children good manners through their positive and meaningful interactions, modelling the behaviour they expect from them. Children behave well.

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The provision is good

Since the last inspection, staff and leaders have reviewed the curriculum. They plan ambitious and well-sequenced activities that support children to make good progress. They use observation and assessment to ensure they create learning that meets individual learning needs as well as the interests of the children. For example, staff model and guide children to develop their physical skills when learning to ride a scooter. They receive the praise and encouragement they need to build their emotional resilience, and they show pride in their achievements.

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need to do better?

n Leaders have successfully met the actions and recommendations raised at the last inspection. They have developed a curriculum that is sequenced and understood by all staff. Teaching is consistently good. It benefits children's learning and development and supports them to engage and focus on purposeful play. n Leaders have updated their arrangements for staff supervision to support their continuous professional development. This supports staff to know and understand the aims and vision for what they want children to learn. This helps staff adapt their teaching to meet the individual needs of children. n Staff are highly effective in supporting children with special educational needs and/or disabilities (SEND). They are attentive to their physical needs and provide the support, encouragement and praise that helps children to participate in a range of activities. They work closely with parents and agencies to plan targeted

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need to do better?

support that helps children make the progress they are capable of. n Staff are kind and attentive to children's needs. They set clear expectations that support them to show positive attitudes towards their behaviour and learning. Children engage and focus on their chosen play, and staff provide conversation and discussion that supports their communication and language skills. For example, staff talk with children, asking them about their play and offering new

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need to do better?

26 March 2025 vocabulary to build on and extend their language. However, at times, these conversations take learning in another direction, preventing children from following their own ideas. n Children develop good mathematical skills as they explore colour matching through a range of activities. They become engrossed in the activity and enjoy praise given by staff for their achievements. Children enjoy counting items with staff helping them predict what number comes next. n Staff teach the children about the world around them. Children learn about seeds and planting as staff teach them about the things seeds need to grow. They enjoy this and are quick to share their knowledge and skills in caring for plants and helping them grow. For example, staff talk to children about planting sunflower seeds, and children share their understanding of how the seed should be placed in soil, watered and be in sunlight.

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need to do better?

n Children develop skills in managing their personal needs. They help serve themselves during snack and mealtimes and enjoy this sociable time where they sit together with staff. This enables staff to model good eating habits and engage children in mealtime discussions that further support their learning. For example, children talk about the foods they like and the foods they are eating. n Staff share regular feedback with parents that supports them in knowing and understanding what their children are learning and how they can support this at home. Staff share the progress children are making and ask for feedback about learning at home to inform their planning for next steps.

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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 enhance opportunities for children to develop their independent learning skills further.

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Setting details

Unique reference number EY555794 Local authority Buckinghamshire Inspection number 10361143 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 52 Number of children on roll 7 Name of registered person Ashbourne Day Nurseries Limited

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reference number

Telephone number 07968486908 Date of previous inspection 4 July 2024

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Information about this early years setting

Ashbourne Day Nurseries at Princes Risborough registered in 2018. It is located in Princes Risborough, in Buckinghamshire. The nursery employs five members of permanent staff. Of these, four hold qualifications at level 2 and above. The nursery is open each weekday from 7.30am to 6.30pm for 51 weeks of the year. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years 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 manager and the inspector carried out a joint observation. 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 Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

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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