Fenwood House Day Nursery Swinton

Inspection of Fenwood House Day Nursery Swinton Piccadilly Road, Swinton, Mexborough, Rotherham S64 8LF

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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

Staff create a very safe and nurturing learning environment. They get to know children well. Children seek their key person out to have their needs met. Staff provide physical comfort, when children need calming. Children listen to staff and allow them to support them to manage their emotions. Their laughter echoes throughout the setting. Staff teach children how to use a see-saw. Children giggle as they bump on the ground. They excitedly tell their friends 'again' as they push off from the floor. Staff provide exciting activities. Children are deeply engaged as they learn how their body moves. They develop their imaginations and laugh with their friends as they walk like crabs and move like a fish. Children are very happy in this setting.

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The provision is good

The manager and staff have high expectations for children's learning. The curriculum intent is clear for all children. Staff plan a range of interesting and engaging activities. This supports children to be calm, relaxed and absorb information. Staff are skilled in engaging in children's play and developing their learning. For example, when babies role play with a shopping bag, staff introduce early language, such as 'carrots, potatoes' and 'supermarket'. Babies share books with staff. Staff encourage babies to lift the flaps of the books. They talk about the pictures using clear and calm language. Babies are deeply engaged. Children show positive attitudes to their learning and readily join in with new activities. Children's behaviour is good.

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need to do better?

n Children learn about routines. They sit patiently at the table waiting for their lunch. Babies explore finger foods. Staff teach younger children to drink from beakers. However, older children do not have the opportunities to practise self- care skills. For instance, staff lay tables with beakers and cutlery, pour children their drinks and serve children plates with food already on. This minimises children's learning opportunities and does not support them to consistently learn the skills they need for school. n Staff sing songs with babies about animals. They use props to teach them single words, such as 'fish' and 'shark'. Toddlers explore a sensory tray and search and match pictures of sea animals. Staff teach children early literacy skills. Older children create models of sea animals. They develop their hand-eye coordination, as they cut and paste resources. Children develop their small- muscle skills.

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need to do better?

n Children have exciting opportunities to develop their large muscles. Staff teach children to climb steps, walk across beams and use a slide. Children develop their confidence as they balance and master new skills. n Children learn about mathematics through fun games. Babies play with shape

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need to do better?

20 June 2025 sorters and staff teach them about shape and size. They develop perseverance as they post shapes in the correct hole. Staff teach children how to complete inset jigsaws, providing them with encouragement to try again. Children twist and turn pieces until they complete the activity. Children develop their problem- solving skills. n Staff consistently engage in communication with all children. They ask lots of questions to encourage children to explain what they are doing. However, on occasion, staff do not consistently allow children time to process questions and reply. This minimises children's learning opportunities. n Staff implement strategies to identify and support children with special educational needs and/or disabilities (SEND) well. They use observations to complete appropriate referrals. Staff complete support plans to evidence the further support children need and monitor their progress. Children receive

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need to do better?

targeted intervention. Staff remove all barriers to children accessing the nursery. This helps all children to make significant progress. n Partnership working is strong. Staff have good links with parents and carers, schools and professionals to support children's continuity of care. They share strategies and provide support to parents to manage children's behaviour in the home. Staff have thorough transition plans, which they share with schools. Parents comment that they could not be happier with the quality of care that staff provide. n Managers prioritise staff's well-being. Staff feel fully supported and have informal supervision. They have access to online learning to further their knowledge and development. However, managers do not carry out consistent appraisals. This means that staff do not always have formal opportunities to reflect on their practice and identify additional training that could enhance their

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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 children to develop the skills they need for their move on to school n provide children with more time to process questions, think and engage in conversations, to give them time to respond and develop their language further n embed supervision sessions and appraisals to focus on improving staff's individual knowledge and skills, to further develop their practice.

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Setting details

Unique reference number EY543516 Local authority Rotherham Inspection number 10388212 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 103 Name of registered person Fenwood House Limited

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reference number

Telephone number 01709 912731 Date of previous inspection 2 July 2019

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Information about this early years setting

Fenwood House Day Nursery Swinton registered in 2017 and is located in Rotherham. The nursery employs 16 members of childcare staff, 15 of whom hold appropriate early years qualifications at level 3, including four staff who hold qualifications at level 5 or above. The nursery opens Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides government funded childcare.

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Inspection activities

n The manager completed a learning walk with the inspector and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n Children communicated with the inspector during the inspection. n The manager and the inspector carried out a joint observation during indoor play. n Staff spoke to the inspector about how they support children with SEND.

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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

20 June 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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