Farington Nursery

Inspection of Farington Nursery Farington Cp School, Rose Street, Farington, LEYLAND PR25 4GH

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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 confidently separate from their parents and carers to enter a buzz of excitement in the nursery. Caring staff form warm, trusting and supportive relationships with children and their families. They are attentive to children's needs and listen to their thoughts and feelings. Staff support children to understand their emotions through discussions and books. They develop strategies to help children to regulate their feelings. Children demonstrate they feel safe and happy.

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The provision is good

Staff clearly communicate to children the expectations for their behaviour. Routines are well embedded. Children listen, follow instructions and wait patiently for a place at the snack table. They understand what it means to 'play fair', sharing resources and cooperating well together. Staff consistently recognise and praise children's efforts and achievements. They encourage children to fully engage in their learning. As a result, children behave well and show respect for others.

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The provision is good

Managers have designed an ambitious curriculum that is focused on children's communication and language, physical development and personal, social and emotional development. Staff use observations and assessments to plan sequenced learning for children. They support children to recall and apply prior knowledge. For instance, when harvesting potatoes, staff encourage children to think about what they need to grow and question them effectively to recall parts of the plant. All children make good progress.

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need to do better?

n Managers support staff to create individualised curriculums for their key children that target the most pertinent areas of their development. Staff use their strong knowledge of each child and plan learning experiences that build on children's existing skills and knowledge. They quickly identify gaps in children's learning and provide focused support to narrow any gaps in their learning. n There are effective systems in place to support children with special educational needs and/or disabilities (SEND). Staff collaborate with parents and professionals to provide children with timely and appropriate support plans. They set realistic and challenging next steps, so children achieve success in their learning. Staff use funding well to help children with SEND to make good progress from their starting points in development. n Staff plan a range of activities to develop children's communication and language

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need to do better?

skills. They encourage conversations and introduce new vocabulary through stories, songs and play. Children repeat new words, such as 'vast', 'experiment' and 'estimate'. This helps children to become confident communicators. n Staff prioritise children's physical development. Children enhance their gross motor skills, such as when balancing on beams, engaging in large mark making

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need to do better?

10 July 2025 and digging in the garden. They develop their fine motor skills with carefully selected resources, such as magnetic maze puzzles and squeezable paints. These approaches help children to progress well physically. n Staff expertly weave mathematics into children's play, prompting them to compare sizes of towers, estimate and touch count. They use mathematical language, such as 'more', 'tallest' and 'curved', throughout the session. This helps to prepare children for school. n Staff teach children about healthy choices, such as by involving them in growing fruits and vegetables. They offer nutritious snacks and use books and resources to promote good oral health. Staff ensure that children have many opportunities for outdoor play and physical exercise. This supports children's understanding of healthy lifestyle choices. n An established key-person system supports children's emotional stability and

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need to do better?

readiness for learning. Staff know children extremely well and recognise when they need reassurance and support. For instance, they engage children through storytelling and offer comfort before initiating activities. These secure relationships meet children's needs consistently. n Staff maintain strong partnerships with parents. Parents state they receive regular updates. They are invited to participate in stay-and-play sessions and receive suggestions for activities at home with their children. Parents know their children make progress. This provides continuity in children's care and learning. n Staff appreciate children's individual background and beliefs. They support children to explore various religious festivals and provide resources to foster diversity, inclusion and equality. Children learn about their uniqueness, preparing them for life in modern Britain. n Managers are attentive to staff's well-being and the pressures they may face.

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need to do better?

They use supervision sessions to support staff to deliver a well-planned curriculum for all children. Managers focus staff's professional development on the areas that staff individually lead on. However, this support does not consistently enhance individual staff's practice and knowledge further. This means that staff are less confident in other areas of learning.

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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 extend arrangements for support for staff to enhance their practice and teaching across all areas of learning.

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Setting details

Unique reference number EY356802 Local authority Lancashire Inspection number 10398566 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 54 Name of registered person Farington Playgroup Committee

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reference number

Telephone number 07905904444 Date of previous inspection 30 October 2019

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Information about this early years setting

Farington Nursery registered in 2007 and is located in Leyland, Lancashire. It is independently run and operates from Farington County Primary School. The nursery opens during term time, from 7.30am to 5.30pm, Monday to Friday. The nursery employs 11 members of childcare staff. Of these, one member of staff holds an appropriate early years qualification at level 6, one member of staff at level 4 and nine staff at level 3. The nursery provides government-funded childcare.

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Inspection activities

n The inspector viewed the provision and viewed the safety and suitability of the premises. n The manager, deputy manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special education needs coordinator spoke to the inspector about how they support children with SEND. n The inspector, manager and deputy manager carried out joint observations. n The inspector spoke to parents and carers and took account of their views. n The manager showed the inspector a sample of key documentation on request, including evidence of the suitability of staff working in the nursery.

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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

10 July 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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