Wellington Villa Nursery

Inspection of Wellington Villa Nursery 1 Wellington Villas, Bury, Lancashire BL8 2NX

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Overall effectiveness Outstanding

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

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The provision is outstanding

Children thrive in this exceptionally nurturing and inclusive environment. The inspiring staff team help all children flourish in their learning and development. Leaders and staff work extremely hard to design a purposeful curriculum, personalised to each child's learning needs. Staff follow children's interests to consistently build on what they already know and can do. For example, staff create a farmyard sensory experience when children show an interest in animals. Babies develop their communication skills as they babble and say single words in response to the different animal sounds. All children join in activities with high motivation and excitement. Staff provide children with special educational needs and/or disabilities (SEND) with a wealth of tailored learning opportunities. This helps to ensure that all children develop exceptional social skills as they demonstrate respect for each other's individuality and embrace diversity.

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The provision is outstanding

Children and families build trusting relationships with all staff. Children demonstrate their sense of security as they check in with staff for comfort and reassurance. Staff support transition into the nursery through a flexible settling-in process. They introduce children to their key person in ways that promote comfort and confidence. Staff provide opportunities for parents to share detailed information about children's home routines, interests and abilities. They use this information to help children settle quickly into busy nursery life and to build on each child's experiences from their starting points.

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need to do better?

n Staff deliver consistently exceptional teaching. They use every opportunity to encourage children to think deeply. For example, at snack time, staff invite children to help set the table. This gives children a meaningful way to practise counting as they work out how many place settings are needed. In pre-school, children vote for the story they would like to hear. Staff guide them to count the votes for each book and identify which has the most. Through these experiences, children strengthen their mathematical skills and develop an early understanding of democracy. n Staff provide exceptional support for children with SEND. They work closely with parents and other professionals to create individual learning support plans. Staff are supported well to provide targeted care and education for children with SEND. They access training and complete further research to ensure that children with SEND benefit from an inclusive and challenging curriculum. This

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need to do better?

approach enables children to learn alongside their peers and make excellent progress from their starting points. n Knowledgeable staff swiftly adapt their teaching to keep all children focused and engaged in learning. They notice when children display repeated patterns of

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need to do better?

19 August 2025 behaviour, known as 'schemas', and adapt the environment to support this important stage of play. For instance, staff working with younger children notice their interest in exploring how things go round. They build on these opportunities and create activities to encourage children to roll different objects down a ramp, allowing them to create different marks. Through these thoughtful opportunities, staff enable children to stay engaged while exploring different ways to create marks. n Staff are positive role models and encourage children to talk about their emotions. They use a wide range of imaginative books and puppets to allow children to articulate how they are feeling. When children describe sensations such as 'pins and needles' in their tummy, staff guide them to connect these feelings with a range of emotions. Staff consistently support children to recognise the impact of their behaviour on others. This helps children to learn to

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need to do better?

manage these situations by themselves and resolve conflict. n Staff build outstanding partnerships with parents and ensure that they play an important role in nursery life. They promote a shared approach that enables children to excel. Staff share a wealth of information with parents and carers to support children's learning at home, particularly their emotional well-being. Parents praise staff for their incredible work and comment that they often go above and beyond. They value the purposeful, individualised care that gives children a truly enriching experience. n Children learn about healthy lifestyles and understand the importance of making positive choices. For example, staff teach them about the nutritional value of food, the benefits of exercise on the body and the importance of good hygiene. Staff support babies in learning to wash away germs by narrating their actions during handwashing. Older children demonstrate their understanding by

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need to do better?

explaining why they need to wash their hands before eating.

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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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Setting details

Unique reference number EY302503 Local authority Bury Inspection number 10398985 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 38 Number of children on roll 44 Name of registered person Wellington Villa Nursery Ltd

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reference number

Telephone number 0161 764 8126 Date of previous inspection 15 November 2019

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Information about this early years setting

Wellington Villa Nursery registered in 2005 and is located in Bury. The nursery employs nine members of childcare staff. Of these, seven hold appropriate early years qualifications at level 3. The manager holds early years professional status. The nursery opens from Monday to Friday, from 7.30am to 6pm, for 51 weeks of the year. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk together. They discussed how the provider organises different aspects of learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this is having 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 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 of staff.

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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

19 August 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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