Readwell Care

Inspection of Readwell Care The Manning Barn Russell House, Rickyard Road, Northampton NN3 3QZ

p.1

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

p.1

The provision is good

On arrival, children are warmly greeted at the door by friendly staff who know them and their families well. Older children eagerly leave their parents at the entrance, and babies immediately reach out their arms when they see staff. Children settle quickly into purposeful play and are eager for their learning to begin.

p.2

The provision is good

Staff work closely with managers to plan a curriculum that supports positive outcomes from each child's developmental starting points. Regular observations and interactions help staff to identify children's interests and inform their planning. Staff support children's interests well as they plan activities, both indoors and outdoors. For example, indoors, babies are supported to develop through 'tummy time'. Staff encourage them to develop core muscles as they begin to crawl and reach for known toys of interest. Outdoors, older children interested in sports eagerly play tennis. They skilfully hold rackets and return balls over the net with confidence and excitement. This supports the development of their physical skills.

p.2

The provision is good

Staff have high expectations for children's behaviour. They are good role models, and children behave well. Staff encourage children to share and take turns through a range of games and activities. Children happily help to tidy up and understand the importance of keeping their areas tidy. They play well alongside and with each other and show care and concern for their friends.

p.2

need to do better?

n Leaders value the importance of promoting children's communication and language skills. Staff support this effectively through interactive play and meaningful conversations with children. They join in children's play, narrate their actions and model language to build their vocabulary. Older children hear new words, such as 'intelligent', while babies are encouraged to vocalise by staff who repeat sounds as they babble and coo. n Leaders show a clear commitment to supporting staff's well-being and understanding of their role. Staff feel supported, with manageable workloads and a positive team culture. n Leaders ensure that they and their staff complete all mandatory training. They work collaboratively to review the provision and actively seek feedback to drive improvements. However, staff do not consistently receive targeted professional development to deepen their knowledge and create opportunities to extend

p.2

need to do better?

children's learning further. n Children with special educational needs and/or disabilities (SEND) receive good support. Staff work closely with parents and carers and external professionals to identify children's needs and plan targeted support. This collaborative approach

p.2

need to do better?

23 July 2025 ensures that children receive the help they need early, and that it helps them make consistent progress. n Leaders and staff are very reflective and regularly look at what is working well and what could be improved in the setting. For instance, they have recently introduced a stronger focus on planning snack options for the children. This ensures balanced and healthy options for the children and enhances their interest in new and varied foods. n Staff have a strong focus on promoting children's independence from an early age. They recognise how important this is for children's development of self-help skills, problem-solving and a sense of responsibility. Staff encourage children to wash their hands, serve themselves snack and clear the table away after they have finished. This supports children's confidence and gives them a sense of accomplishment. n Staff help children to learn how to keep themselves healthy. Children learn the

p.2

need to do better?

importance of wearing hats to protect them from the sun when playing outdoors. Staff build well on children's understanding of keeping cool during the hot weather, including explaining the importance of regularly drinking water to remain hydrated. n Staff develop good relationships with the children they care for. They skilfully read nonverbal cues from young babies, such as when they are tired. They offer appropriate support to assist children's physical development, which provides a good balance between being challenging, yet achievable. n Partnerships with parents are a clear strength. Parents feel well informed and involved in their child's learning journey through regular updates, observations and progress discussions. Staff share ideas for learning and next steps, helping parents to support their child's development at home. Children benefit from consistent support between home and nursery, which helps them make further

p.3

need to do better?

progress in their learning and development.

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

should:

n focus professional development for staff to support children's learning further.

p.3

Setting details

Unique reference number EY477722 Local authority West Northamptonshire Inspection number 10408147 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 50 Number of children on roll 42 Name of registered person Readwell Care Limited

p.4

reference number

Telephone number 01604 407284 Date of previous inspection 27 January 2020

p.4

Information about this early years setting

Readwell Care registered in 2006. It is located in Northampton. The setting employs 10 members of childcare staff. Of these, most hold appropriate early years qualifications ranging from level 2 to level 7. The provision opens from Monday to Friday, all year round. The breakfast club runs from 8am until 9am, the pre-school session from 9am until 3.15pm, and the after-school club operates from 3.15pm until 6pm during term time only. The setting also runs its playscheme during the school holidays from 8am until 4.30pm. The setting provides funded early education for children aged from nine months to four years.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 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 inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of an activity in the pre-school room. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability

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

23 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.

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