The Nursery on the Green

The Nursery on the Green

Unique reference number (URN): 2751755 Address: Eden Lodge Studios, Chapel Pill Lane, Pill, Bristol, BS20 0BX Type: Childcare on non-domestic premises Registered with Ofsted: 12/10/2023 Registers: EYR Registered person: Early Years Jobs and Consultancy

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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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Inclusion Strong standard

Staff consistently offer carefully formed support to ensure all children are included and reduce any barriers to children's learning and development. They offer customised adjustments and adaptations and very effective inclusive practices. Leaders undertake timely concerted work to help close any persistent gaps in children's development; this includes undertaking training and obtaining specialist resources. They also work to help children get any additional funding that they may need. Children who speak English as an additional language and those with special educational needs and/or disabilities (SEND) are closely supported to reach their potential.

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Inclusion Strong standard

Parents are very positive about the support their children are receiving, they feel listened to and that staff really care about each individual child. They give rich examples of what leaders and staff at the setting are doing to make a difference for their children and family. Staff liaise closely with parents gaining information on different home languages, sharing their observations, undertaking additional focused meetings and providing helpful ideas for supporting children's learning at home. Staff conscientiously take on board advice from outside professionals and closely adopt targets and plans to ensure children with SEND get the tailored support they need. Leaders and staff have high attention to detail, carefully considering arrangements, and adding and adapting equipment. They work hard to ensure that all children can be included and feel valued, their needs supported and achievements celebrated, however small.

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Achievement Expected standard

Generally, children achieve well from their starting points. Gaps in all children's learning are closing consistently and at times quickly, particularly for children with special educational needs and/or disabilities. All children gain skills that will prepare them for their move on to school. Older children are challenged well. They develop their motor skills effectively, building their strength and coordination on the equipment in the garden. They practise using tools to mix materials and make marks with chalks showing increasing control and dexterity. Babies excitedly toddle about inspired by the stimulating environment and grin broadly, eager to play with staff.

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Achievement Expected standard

Typically, children learn to express themselves and develop their communication and language well, particularly children that speak English as an additional language. Children of all ages develop their listening and attention skills effectively. They are interested and engage in the focused group activities that staff provide. Pre-school aged children develop their conversation skills chatting with staff. They learn to recognise letters of their names and enjoy selecting and looking at books independently, developing their literacy skills.

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Behaviour, attitudes and establishing routines Expected standard

All staff get to know the children very well and show genuine care for them. The nursery's key-person system is well established and there are strong relationships between the staff and children. Staff liaise closely with parents to help support the children, including to facilitate their attendance at the nursery. Staff patiently offer clear explanations to help children understand boundaries in place for their safety and to interact appropriately with others. Staff lead the nursery routines typically well, to support children's cooperation, to help them follow these with increasing independence and to develop their sense of responsibility.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage children to have positive attitudes to learning and achieving. They ask questions in a way that encourages older children to develop their thinking and their approach to challenges. Staff play alongside children, modelling techniques to inspire children's exploration and build their confidence to 'have a go'. Staff set up the environment well to inspire babies and children to investigate different materials and test out their ideas, such as rolling balls.

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Children's welfare and well-being Expected standard

Staff sensitively support new children to settle. They build strong bonds with them and follow children's needs and interests to keep them happy at the nursery. Staff attentively support children to recognise and manage their emotions, and build their emotional well-being. Staff are considerate in their support for children's care. They thoughtfully sing to babies as they have their nappies changed and respectfully offer them a suitable level of privacy in the corner of the room. Children's key persons liaise with parents to follow all children's home routines and arrangements very closely, conscientiously making sure children's toileting and sleep routines are consistently followed and their dietary requirements met.

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Children's welfare and well-being Expected standard

Staff encourage all children's healthy lifestyles. Children enjoy the healthy meals provided and eat well. They enjoy playing outside in the garden and learn to take care on the equipment, beginning to understand risks. Staff are attentive to children's physical well- being, making sure they are comfortable and warm outside. They notice when children need reassurance or are tired and support them quickly. Staff implement the daily routines typically well to support children's involvement and learning.

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Curriculum and teaching Expected standard

Staff have clear plans for children. Their focus for younger children is on the prime areas of learning in the early years foundation stage, to build a solid basis for later skills. For older children, staff expand on this and develop all areas of learning, to prepare children for their move on to school. Staff outline what children can do and what they need to learn next. They form this into a responsive and sequenced curriculum. Staff use their regular assessments of children's development to encourage children to make continual progress. Leaders and staff collaborate very effectively to adapt the curriculum for the needs of children with special educational needs and/or disabilities, or those that face barriers to their learning.

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Curriculum and teaching Expected standard

The curriculum is typically taught well. Staff understand how children learn and develop. They link to children's interests to inspire them in activities. Staff have worked hard to develop their group-time activities and these build children's attention and listening skills well. Generally, staff interact and teach the children effectively and this is something they have been working on. On a one-to-one basis, staff effectively develop children's skills in many ways. For example, they encourage babies' speech and communication, toddlers' physical skills as they build structures with blocks and older children's literacy skills and their maths language and understanding.

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Leadership and governance Expected standard

Leaders show commitment and great enthusiasm for leading practice at the nursery. Staff share a wealth of information with parents to help them work collaboratively to support children's needs. Parents very much value the daily chats and regular meetings to keep them up to date on all that their children are doing. Partnerships with other settings that children attend and outside professionals are valued and fostered, focusing on offering joined-up working to consistently meet the needs of each child.

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Leadership and governance Expected standard

Leaders are mindful to support staff's well-being. Staff show dedication to the work that they do at the nursery, and that they really care about the children. Leaders meet regularly as a team to evaluate their effectiveness and outline areas for improvement. They supervise and support the practice of the team, helping staff undertake qualifications and a range of suitable training. Typically, leaders work promptly to help staff develop their skills, especially to ensure their effective safeguarding knowledge and practice. Leaders have identified the need for some mentor support and team discussions to help make improvements to focused group times for children and staff's teaching interactions. However, this is not being swiftly implemented and comprehensively embedded, to help progress practice as quickly as possible.

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

All children are valued and included at this village nursery. They benefit from its small close- knit family feel, showing a sense of belonging. They form positive bonds with staff and show that they feel happy and safe. Children run in, eager to see staff upon their arrival. New children settle in quickly. They show increasing confidence, thriving on the attentive support they receive. They cuddle with staff if they need a little reassurance or when they get tired and build strong bonds with them. Children with special educational needs and/or disabilities, or who face barriers to their learning receive particularly careful and beneficial support and thrive. Babies enjoy snuggling in to share a book and some join in with actions to songs. Pre-school children chat happily with staff at mealtimes, enjoying their company and developing their communication, including children who speak English as an additional

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

Children learn to share and take turns with toys, building their interactions with their friends and their social skills. Typically, they show their understanding of nursery routines and begin to follow the staff's lead at these times. They develop some independence skills and learn to do things for themselves, although staff have not embedded outlined enhancements to build these skills more quickly. Older children clear their leftover food into the compost bin at lunch time and get their outdoor things on when going in the garden. Babies use their cutlery effectively to feed themselves.

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

Children join staff on trips into the local community. They learn about nature on walks in the countryside and at the neighbouring centre's sensory garden. Younger children marvel at the feel of pine cones and are interested in autumn animals in a book. Older children explore mixing mud and water in the garden, marvelling at the effects they create. Children develop their confidence with new experiences and their knowledge of the world effectively.

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Next steps

Leaders should promptly support staff to implement and embed the improvements needed to teaching they have identified.

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Address:

Eden Lodge Studios Chapel Pill Lane Pill Bristol BS20 0BX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Early Years Jobs and Consultancy

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this inspection

The inspector spoke with the directors of the nursery, the manager, and staff during 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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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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