Plus Three Nurseries Ltd At Farley Wood

Wood

Unique reference number (URN): EY553667 Address: Farley Wood Community Centre, Turnpike Road, BRACKNELL, Berkshire, RG42 1FW Type: Childcare on non-domestic premises Registered with Ofsted: 20/11/2017 Registers: EYR, CCR, VCR Registered person: Plus Three Nurseries Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children build the knowledge and skills they need for learning. They become increasingly independent in everyday routines. Young children confidently flick their coats over their heads, ready to play outside, and they know how to wash their hands before mealtimes. This helps them to manage their own needs and take responsibility for simple tasks.

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Achievement Expected standard

Children become confident communicators. They join in familiar songs and games, use a widening range of words and are increasingly confident to speak to adults and other children. Over time, they learn to express their ideas and needs more clearly. This enables all children, including those with special educational needs and/or disabilities, to develop their self-esteem and confidence in the nursery. Children meet the next steps set for them and are well prepared for their next stage in learning, including starting school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders give clear attention to monitoring children's attendance. They work very closely with parents to promote children's attendance. This helps to prepare children for later transitions to school. Staff develop warm and caring relationships with children. They play alongside them and act as positive role models, adjusting their expectations to children's ages and confidence levels. As a result, children develop age-appropriate behaviours and respond well to praise and guidance. Overall, staff support children to understand the routines of the nursery. For example, the recent review of snack time has increased opportunities for children to develop their independence as they serve their chosen healthy snack.

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Behaviour, attitudes and establishing routines Expected standard

Children know the routines as they get ready to play outside. However, sometimes staff do not explain clearly enough what should happen next. When adults focus on tidying or other tasks, some children are unsure what to do and, therefore, the environment becomes a little disorganised. That said, staff typically support children to behave kindly and consider others. Staff support children to develop their early friendships by teaching them to share and take turns, for example when using the push-along toys in the garden.

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Curriculum and teaching Expected standard

Leaders know children and their families well. They use this knowledge to shape an inclusive and ambitious curriculum that responds to children's individual needs and covers all areas of learning. Staff use what they know about children to plan a variety of motivating activities and to identify what children need to learn next.

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Curriculum and teaching Expected standard

Staff plan purposeful experiences that build children's communication, physical skills and personal, social and emotional development. For example, children scoop soil with one- handed tools and concentrate intently as they use small screwdrivers to tighten the different bolts. This helps children to develop physical coordination and fine motor skills. Staff weave in messages about keeping safe, such as reminding children how to use scissors carefully. Staff hold meaningful conversations and show a genuine interest in children's ideas, which gives them confidence and boosts their self-esteem.

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Curriculum and teaching Expected standard

Staff routinely model language and introduce new vocabulary during play. Younger children copy counting in their play and hear words such as 'heavy' and 'light' as they transport soil in the garden, building familiarity with mathematical language. Staff are knowledgeable about the children who need additional support. They adapt activities and interactions accordingly so that all children can take part.

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Inclusion Expected standard

Leaders identify children with special educational needs and/or disabilities quickly. From the start, staff work with parents and carers to gather detailed information about each child's interests, routines and any emerging needs. This helps them to understand the unique needs of children that they care for and to plan support.

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Inclusion Expected standard

Leaders have clear assessment processes that help them to swiftly identify barriers to children's learning. Staff use observations and support plans to agree specific targets with parents. These are reviewed to check what is working and to adjust support when needed. Staff are proactive in seeking support from other professionals and applying for funding so that children receive timely, targeted help. For example, staff implement early interventions, such as regular small-group language sessions and one-to-one time to build attention and communication.

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Inclusion Expected standard

Staff take part in ongoing training to further their knowledge of how children learn. For example, staff have attended training in supporting children in their communication and language skills. Consequently, children grow in confidence, join in more fully with all aspects of the curriculum and are supported to learn alongside their peers.

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Children's welfare and well-being Needs attention

Some aspects of care practice and daily routines are not organised well enough to support children's welfare and wellbeing. At times, staff do not follow policies and procedures consistently. Staff are not always deployed effectively, for example when overseeing access to the swings. Some children do not get the support they need to understand and act on what is expected of them.

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Children's welfare and well-being Needs attention

Children build secure bonds with their key person. The key-person system is well established and staff make sure that parents know who this is. This gives children and their families a sense of belonging and security. Staff are attentive to children's personal care needs and maintain their privacy and dignity. Children have regular opportunities to develop their physical skills as they run, climb and dig with spades. Staff talk with parents about healthy lunches and drinks and share ideas to encourage healthy choices.

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Children's welfare and well-being Needs attention

Staff support children, including those with special educational needs and/or disabilities, to feel settled and to develop their emotions according to their stage of development. Staff skilfully use simple emotions, such as 'happy' and 'sad', to help children to understand how they and others may feel.

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Leadership and governance Needs attention

Leaders acknowledge that there are areas of the nursery that need improvement. Although leaders monitor the effectiveness of practice to identify ways for continuously improving the provision, they do not have robust systems in place to precisely identify the underlying causes of any weaknesses. For example, they do not ensure the implementation of policies and procedures is consistent. As a result, staff are not always able to support children's needs consistently during some planned activities. This means that children do not always benefit fully from these experiences.

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Leadership and governance Needs attention

Leaders implement effective recruitment procedures to ensure that all those working with children are suitable to do so. Staff report that they feel valued and appreciate the many development opportunities that they receive. They recognise that leaders have their best interests at heart and appreciate the support for their wellbeing and the checks made to support their workload. Leaders develop positive relationships with parents and carers, who report that their children are making progress in their development, in particular their communication skills. They maintain a clear oversight of children with special educational needs and/or disabilities. This helps all children to achieve in their learning and development.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children feel safe and happy in this friendly nursery. Staff know children and their families well, so children leave their parents and carers with ease as they arrive each day. Children form secure attachments with caring staff, who look after them well. Staff plan an ambitious curriculum that focuses on children's communication and language development and skills for later learning. They introduce new vocabulary and continue to talk with children as they play. This supports children's language and helps them to develop social skills and early friendships. Children become confident communicators, including those with special educational needs and/or disabilities (SEND). Children generally benefit from the routines in the nursery. For example, they know to put their coats on before playing outside and confidently get themselves ready. However, on occasion, staff do not always explain clearly what is expected of children. At some transition

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What it's like to be a child at this setting

times, for example, staff tend to tidy away while children continue to play. This becomes a little chaotic as children are not sure if they should keep playing or help to tidy away for mealtimes.

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What it's like to be a child at this setting

Children thrive in planned sessions that support their individual learning. In these activities, staff help children to recall what they have learned previously so that they can make links in their learning. Trips to the park are planned to give children chances to practise their physical skills and learn together. However, these outings are not always organised as well as other activities, so children do not always benefit fully from the learning that staff intend or understand the behaviour expected of them. Even so, children make warm relationships with their friends and have fun as they balance on low beams. This supports their large- muscle groups for later learning. Staff are knowledgeable and make sure that children with SEND receive targeted support, so that all children keep learning and gaining confidence.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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into daily routines so that all children

understand what is expected of them. 17/12/2025

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Address:

Farley Wood Community Centre Turnpike Road BRACKNELL Berkshire RG42 1FW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Plus Three Nurseries Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 15:30

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About this inspection

The inspector spoke with leaders, staff, parents and children at the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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