The Crescent Nursery School

Inspection of The Crescent Nursery School Merrow Cricket Club, Epsom Road, Guildford, Surrey GU4 7AA

p.1

Overall effectiveness Outstanding

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

p.1

The provision is outstanding

Children thrive at this early years setting. They are supported by key staff who use their detailed knowledge and accurate assessment of children's current stage of development incredibly well. This supports children's precise next steps in learning to great effect. Leaders obtain a wealth of information prior to children starting, from which they create a highly ambitious curriculum based on the needs of the children they serve. As a result, all children make rapid progress during their time at the nursery. Children are taught that what they say, think and feel is important. Staff give them time to feel heard, welcomed and respected. Children are taught that they can grow up to become anything they aspire to be and are encouraged to explore the skills of those professions and careers. This supports children's sense of belonging, identity and overall well-being.

p.2

The provision is outstanding

High-quality support for children with special educational needs and/or disabilities (SEND), and inclusive practice, is a cornerstone of the setting's ethos and curriculum. Children with SEND benefit from packages of individual tailored support and learning plans that are explicitly shared with all staff. The setting's most vulnerable and disadvantaged children make exceptional progress. All children demonstrate exemplary behaviour and attitudes to learning. They show excellent manners, compassion and an understanding of the boundaries and expectations of the setting. For example, during a woodland walk, they remind visitors not to walk on areas that are out of bounds, and talk about 'respecting others' spaces'. They find and share resources with their friends, such as bug viewers and clipboards, and help each other roll logs to search for insects that they have discussed during story time.

p.2

need to do better?

n Leaders create, and support staff to deliver, a broad and exciting learning programme that ensures children are well prepared and eager for their move into school. As well as having a strong focus on supporting children's personal, social and emotional development, children benefit from an equal emphasis being placed on their understanding of early mathematics and literacy. Letters and shapes are displayed and discussed throughout the environment, and during each activity. Staff introduce mathematical language, such as equal to and heavier than, during children's free play to support their critical thinking and problem-solving skills. n Staff support children's love for reading, books and stories, and children demonstrate great familiarity with stories that they have experienced. For example, children recall with precise detail 'The Gruffalo', which they believe lives in the woods behind their nursery. They go on to correctly sequence each

p.2

need to do better?

creature the little brown mouse comes across. Staff explain that they regularly

p.2

need to do better?

20 May 2025 take children to 'The Gruffalo Woods' to climb 'The Gruffalo Tree'. This helps children to make links in their learning with the world around them and actively brings stories to life. Children also learn that books are sources of information, as they are supported by staff to refer to recipe books as they play in the role play kitchen and look up types of insects following their bug hunt. n Staff plan activities and experiences which creatively capture children's interests and natural curiosity. They use their experience and skills to adapt activities to each child's unique learning style, ensuring that opportunities are fully inclusive. Children who require additional support always have alternative resources, special objects of reference or transition toys from home to support them to achieve and progress. Other children understand that we all learn differently and are not easily distracted from their learning. Children remain deeply engrossed in

p.2

need to do better?

their play and exploration and enjoy testing out their ideas. They are tolerant of others and respect differences, preparing them well for life in modern Britain. n Staff encourage and support children's independence and confidence through direct teaching of skills and through the daily routine of the setting. Children demonstrate extremely high levels of independence in their play and learning. Leaders have built on practices implemented during the pandemic, such as rotating key groups around the provision throughout the day to support children to understand the visual timetable and know what to expect next. As a result, they are eager to help when they hear the tidy-up time signal and are ready to move to their next activity. This supports children to settle quickly into their learning and helps them develop resilience in their ability to manage change. n Staff sit to eat their snacks and meals with key groups, helping to further

p.3

need to do better?

develop strong bonds and relationships. Children seek support from staff when they need help. For example, they recognise that they are feeling overwhelmed, and let staff and their friends know that they need to take time to calm and relax themselves in their designated safe space. This supports children's personal, social and emotional well-being. n Leaders promote and encourage all staff to take pride in a shared sense of ownership in the quality of the provision, in addition to the achievement that each and every child makes. All staff, including the manager, receive regular supervision and feedback regarding their personal effectiveness. Leaders strive to continually evolve the provision and keep up to date with the latest research in the early years sector. They provide staff with a wide range of training and development opportunities to develop their lead areas and skills. This supports the views held by parents regarding the continued exceptional standards of care

p.3

need to do better?

and the extremely high quality of teaching and learning that their children receive.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Setting details

Unique reference number 120263 Local authority Surrey Inspection number 10380522 Type of provision Childcare on non-domestic premises

p.4

Registers

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

p.4

inspection

Total number of places 24 Number of children on roll 39 Name of registered person Flaherty, Lynn Ann

p.4

reference number

Telephone number 01483 537280 Date of previous inspection 12 June 2019

p.4

Information about this early years setting

The Crescent Nursery School registered in 1988 and operates from Merrow Cricket Club, near Guildford, Surrey. The nursery employs seven members of staff. Of these, five hold relevant early years qualifications at level 3. The nursery is open from Monday to Friday during term time only. Sessions are from 8am to 4pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The manager and the inspector carried out a joint observation of a group-time activity outdoors. n The inspector discussed the intent of the activities on offer and observed staff interaction during activities, indoors and outdoors, and assessed the impact this had on children's learning. n Parents shared their views of the setting with the inspector. n The inspector talked to staff at appropriate times during the inspection, including about how they support children with SEND. n The inspector spoke with the nominated individual about the leadership and management of the nursery. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

p.5

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.

p.5

Inspection activities

20 May 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6