Osborne House Community Nursery

Inspection of Osborne House Community Nursery 5 Minto Road, Sheffield, South Yorkshire S6 4GJ

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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 Good

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The provision is good

Children are excited to come to the nursery. They arrive happy and eager to play. Staff show interest, ask effective questions and listen to children. As a result, children feel valued and thrive in the nursery. They make excellent progress from their starting points in development.

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The provision is good

Staff focus on the prime areas of learning, including supporting children's independence, language and physical skills. Staff introduce yoga stories that enthuse children as they move, learn and explain. Children are playful, listen and take turns to make choices that shape the story. Staff listen to children's suggestions as they pretend to be animals. Children excitedly experiment with new vocabulary, such as 'ginormous.'

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The provision is good

Younger children share a 'hello' song. Staff pace the singing well so that children can follow and learn each other's names. Even very young children joyfully join in with the actions and singing. Staff explain things to children so that they understand. Staff are affectionate, and give children time and encourage them to use language. Staff introduce sign language to children. As a result, children use signs to support their emerging language. Children remember that they have been pretending to 'catch sharks'. Staff skilfully introduce mathematics as they ask children to show one finger.

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need to do better?

n Children enjoy a variety of group sessions and stories. Staff read clearly and explain details. For example, children learn that the illustrator draws the pictures and the author writes the story. Staff are confident and playful as they read key stories. Children recognise characters in the story and join in with familiar phrases. However, on a few occasions, staff do not organise group times to keep all children engaged in their learning. As a result, children become unsettled and distracted. n Staff promote diversity, inclusion and equality through working closely with families. Staff find out about children's families, home lives and experiences so that they can support children as individuals. Children share greetings in their home languages and teach staff and children the correct pronunciation. Staff provide resources that represent people from different ethnicities and families. They explore different cultural, seasonal and religious festivals with children.

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need to do better?

n Staff know children well and develop close partnerships with parents and carers. They work closely with other providers and professionals to develop individual learning plans for children with special educational needs and/or disabilities. n Staff create a calm and stimulating environment. They recognise children's interests, preferences and needs. Staff create opportunities so that all children

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need to do better?

9 April 2025 can settle and be at ease. They sit among children to support their play and adapt activities so that all children are included. Staff guide children's behaviour with gentle reminders, such as 'remember to be kind.' They teach children to take turns and give them clear explanations to help them to understand their expectations. n Staff and leaders work as a close team. They support children's transitions extremely well. Children have settling-in visits when they start and as they move between rooms. In addition, children spend time with older children. They become familiar with larger play spaces and build friendships with older children. n Children enjoy time outside. They plant seeds and have space and time to return to activities and explore. Children use garden tools and watering cans as they learn about growing plants and vegetables. They are engaged in conversations and their play. Staff are deployed among children as children play. They are

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need to do better?

knowledgeable and understand the value of the activities they offer. n Children sit together to share healthy meals and snacks. Children develop social skills and independence, such as as they serve themselves, pour drinks and learn to clear their plates. Staff sit at younger children's level and support them as they learn to feed themselves. n Parents say that they are very impressed with the quality of care their children receive. They comment that the key-person system is strong and that staff put support plans in place to support their children's individual needs. Parents report that staff share information in daily conversations, on an app and at parents' evenings. They say that their children are flourishing in the nursery. n Staff say that they enjoy their work. They say that they feel valued and supported. Staff are pleased that they can undertake training to support their interests and professional development.

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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 review the organisation of group times to reduce distractions and to engage all children in their learning.

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Setting details

Unique reference number 300727 Local authority Sheffield Inspection number 10392203 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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Total number of places

Number of children on roll 55 Name of registered person Osborne House Community Nursery Ltd

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reference number

Telephone number 0114 2491145 Date of previous inspection 9 August 2019

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Information about this early years setting

Osborne House Community Nursery registered in 1997 and is located in Sheffield. The nursery employs 19 members of childcare staff. Of these, 16 staff hold appropriate early years qualifications at level 3 or higher, including two staff who hold early years professional status. The nursery is open each weekday, from 8am to 6pm, and is closed on bank holidays and between Christmas and New Year. The nursery offers the government-funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n Leaders showed the inspector around the areas used by the nursery and explained the curriculum and how the provision is organised. n The inspector held a number of discussions with leaders and staff during the inspection. n The inspector observed the interactions between children and adults. n Children spoke to the inspector during the inspection. n Leaders participated in joint observations of staff with the inspector. n The inspector observed play and planned activities inside and outside. n The inspector looked at relevant documentation. n Parents shared their views of the setting with the inspector in discussions and in written feedback.

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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

9 April 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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