Windsor House Nursery

Windsor House Nursery

Unique reference number (URN): EY477264 Address: 75 Windsor Avenue, Leicester, LE4 5DU Type: Childcare on non-domestic premises Registered with Ofsted: 12/05/2014 Registers: EYR, CCR, VCR Registered person: Goldfirst Limited

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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 Strong standard

Children are making excellent progress. Those who are learning English for the first time at the nursery are developing a rapid understanding of language. For example, some children who were not able to speak any English when they began at the nursery two months ago communicate confidently in full sentences, commenting that, 'mummy is coming to collect me soon.'

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Achievement Strong standard

Children with special educational needs and/or disabilities (SEND) are making significant progress in their development. For children with limited language skills, they are now beginning to communicate and demonstrate an understanding of language as they begin to put words together. For specific children with SEND, this is huge progress.

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Achievement Strong standard

Children are extremely independent and show that they are already developing all the skills they will need for when the time comes to start school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a highly positive environment at the nursery in which children thrive. All children are supported by staff to behave extremely well. Staff praise children consistently for their positive behaviour. Children demonstrate an excellent understanding of how to play cooperatively with their friends, share and take-turns. For example, when children enjoy a singing activity, children delight in joining in with praising others for singing in front of the group and enjoy sharing the resources with their friends. This helps to establish extremely positive relationships between staff and children.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have clear policies and procedures for responding if children do not attend. They contact children's parents if they are not aware of the reason for non- attendance and understand the need to contact other professionals if they are ever worried about a child's safety.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate very positive attitudes to learning. They play for extended periods of time and are encouraged to be critical thinkers as they become engrossed in activities. For example, babies delight as they are supported to explore sensory activities. Staff help babies to concentrate by adapting their teaching to children's needs and interests. This helps children to develop their attention skills highly effectively.

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Children's welfare and wellbeing Strong standard

The arrangements to support the relationship between staff, children and parents are highly effective. This helps staff to make sure that children's individual needs are met extremely well and that they understand children's routines at home. For example, staff meet with parents before a child starts with them to gain the knowledge they need about eating and sleeping arrangements. Staff adapt the routines of the setting to what best suits the individual children in their care.

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Children's welfare and wellbeing Strong standard

Leaders have carefully considered how to promote children's good health. The nursery provides daily home-cooked meals that the children all enjoy. They talk to children about how they can keep themselves healthy. Staff use their language skills in Gujarati and English to name different fruits for babies and share how these help our bodies to grow.

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Children's welfare and wellbeing Strong standard

Children are encouraged to talk about their emotions and feelings. Staff understand that those children who are at the early stages of learning English may find it hard to express themselves. They consider children's wellbeing carefully and provide visual cards to help children recognise their emotions. This is highly effective for all children to begin to use language to describe how they are feeling.

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Curriculum and teaching Strong standard

Leaders have made dramatic improvements to the curriculum since the last inspection. All staff now focus extremely effectively on developing children's communication and language skills. Staff choose specific books to share with children, which help them to develop their understanding of language and enjoyment of reading. Story sessions are highly interactive. For example, children show delight as they use props and puppets to act out 'We're going on a Bear Hunt'. They are increasingly familiar with the vocabulary in the story and gain confidence in their language skills as they join in with shared reading of the book.

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Curriculum and teaching Strong standard

Staff are confident teachers of mathematics. They encourage children to count toys and puppets they are using during a singing session. When children incorrectly guess the answer to a question about counting, staff carefully show them strategies to support their understanding. As a result, children learn how to count accurately and demonstrate their new knowledge of this to staff.

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Curriculum and teaching Strong standard

Staff monitor children's progress carefully. They have an excellent understanding of what all children know and can do. Staff use this information skilfully to plan activities to match the next stage of children's development.

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Inclusion Strong standard

Staff training to support all children's needs is highly effective. They identify any concerns about children's development promptly. Staff plan the curriculum carefully, focusing on closing any gaps that may exist in a child's development. Staff monitor the progress that children make extremely closely. This helps staff to tailor and adapt the curriculum as children make progress and to highlight any remaining concerns they may have. Staff fully include parents in planning for children's initial sessions. This helps to make sure that children with special educational needs and/or disabilities (SEND) settle in quickly and are given a head start as they begin at the nursery. As a result, some children's barriers to learning are reduced rapidly and they make fantastic progress quickly.

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Inclusion Strong standard

Leaders and staff share information about children with SEND and those who are vulnerable with any other professionals who are involved in the child's life. This helps important information about children's wellbeing and/or development to be shared effectively with other agencies. Leaders use additional funding extremely well to support children's development. They monitor the impact of this regularly and are fully committed to making sure that all children are included and thrive.

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Leadership and governance Strong standard

Leaders have made remarkable progress since the last inspection. They have implemented a number of new initiatives that have supported the nursery to deliver high-quality provision for children. The action taken by leaders has been highly effective in a relatively short period of time and is making a dramatically positive impact on outcomes for children. Leaders recognise the need to continue to develop their practice and are fully committed to sustaining the improvements they have made.

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Leadership and governance Strong standard

Staff comment that they 'love working at the nursery'. They state that leaders are extremely supportive of them and provide a wealth of opportunities for professional development. Leaders place a strong emphasis on making sure that disadvantaged children and those who may have special educational needs and/or disabilities (SEND) are cared for well and have the support they need to make fantastic progress. Recent training for staff has focused on the specific needs of some children with SEND attending the nursery. This has helped staff to gain in confidence and increase their understanding of strategies they can use to support children's care 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 thoroughly enjoy learning at this vibrant, fun and welcoming nursery. Staff carefully consider how they can get to know all children and families extremely well before children start. This helps staff to provide an exciting curriculum that meets the needs of all children who attend. Children are developing excellent independence and social skills. For example, children take part in lunchtime discussions with their friends then clear away their own plates, waiting patiently for their turn as they do so. All children are making fantastic progress from their starting points. Children with special educational needs and/or disabilities (SEND) make rapid progress. Those children who join the setting with no language skills in English, are able to sing nursery rhymes and speak in full sentences

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Inspector:

Jude Simpson within a few weeks. Children are thriving in this stimulating environment with staff who prepare them extremely well for the next stage in their learning.

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Inspector:

All children and families are supported by leaders and staff to belong to the nursery family. Leaders have a comprehensive understanding of the local area and how nervous some families feel when their children first start. New settling-in procedures have been highly effective in supporting children to feel emotionally secure in the nursery. Families comment that they are very reassured that their children are safe, developing positive relationships with staff and other children and learning new skills every day. Children with SEND are supported extremely well. Staff ensure that adjustments are made to the curriculum to allow all children to be included in all aspects of the setting. Leaders recognise the importance of early education for children and have worked hard to ensure that all families value their child's attendance and the benefits it brings to them.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and parents 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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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45

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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 standard 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 standard 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

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 .

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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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