Wren House Nursery School

Wren House Nursery School

Unique reference number (URN): 2744607 Address: Wren House Nursery School, 4-6 Salehurst Road, EASTBOURNE, BN21 1QS Type: Childcare on non-domestic premises Registered with Ofsted: 30/08/2023 Registers: EYR Registered person: Mini Marvels (Sussex) 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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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a consistently positive environment to promote high expectations for behaviour and attitudes. Children show secure understanding of the expectations of the nursery. Children have secure attachments with their key worker, and practitioners confidently support children to navigate their feelings throughout the day.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour and attitudes are positive. Children have noticeably high levels of respect for staff, each other and resources. Staff swiftly remind children to be kind to each other when disagreements arise and put strategies in place to support collaboration.

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Behaviour, attitudes and establishing routines Strong standard

At snack time, children are encouraged to further build their independence skills and use tongs to help themselves to food. They do this happily and with pride and practise their small-muscle skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and practitioners take warm, proactive action to support families who face barriers to nursery attendance. This has a positive impact on children's punctuality and attendance at nursery, which helps families to establish good routines.

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Behaviour, attitudes and establishing routines Strong standard

All staff model positive attitudes to children and each other at all times, which further enhances the warm environment.

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Inclusion Strong standard

Leaders prioritise an inclusive learning environment that supports all children to thrive. Children who are disadvantaged and those who have special educational needs and/or disabilities are quickly identified and supported to minimise gaps in their learning and development. Leaders and practitioners work closely with parents and outside specialists to make sure that adaptations and interventions needed are in place. They regularly review this practice to achieve the best outcomes for children.

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Inclusion Strong standard

Consequently, children of all ages are progressing well from their different starting points and are well supported, which makes a highly impactful difference to their experiences. Additional funding is precisely used to support those in need to reduce barriers. Parents have a good understanding of how the setting supports their child and how additional funding is spent.

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Expected standard

There is consistency in the swift response to children's needs, and staff are well trained in how to support children to ensure that they reach the best outcomes. Leaders ensure that the impact of support for all children is reviewed and that any adjustments are made. Staff show a good understanding of this, and, consequently, children typically thrive.

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Achievement Expected standard

Children are well prepared for their next stage of learning. They learn independence skills, fine motor skills and language skills. Pre-school children are enthusiastic and motivated learners who achieve well in all areas of the curriculum. There is particular focus on teaching children skills in relation to self-care and independence, which prepares them for when they go to school. For example, children are encouraged to bring their own water bottle into nursery and to self-select at the mark-making area.

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Achievement Expected standard

Children's speech and language is well supported throughout the nursery through songs, rhymes, stories and quality staff interactions throughout activities and routines. Children use their language skills to talk to their friends and express their views.

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Achievement Expected standard

Children are typically achieving well from their different starting points. Staff recognise when children are achieving very well and put in place some extensions. However, this is not consistent, and some children could be further challenged.

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Children's welfare and wellbeing Expected standard

Leaders ensure that the environment and atmosphere is positive and safe for children to learn. Staff know children very well, and they are swiftly supported to settle and access activities as they arrive. Consequently, children enjoy playing and learning at this welcoming nursery.

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Children's welfare and wellbeing Expected standard

Leaders prioritise health and teach children about the importance of healthy eating and exercise. The nursery provides healthy snacks daily, and families are given a weekly menu to show what is on offer. Parents are also well supported to understand how to support children's health, including their dental hygiene. Staff specifically teach children about safety messages, including for internet safety, which helps children to understand how to keep themselves safe online.

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Children's welfare and wellbeing Expected standard

All staff are responsive to children's varying needs and support them to develop from their starting points. This includes supporting children to understand and manage their own feelings. Staff swiftly notice and respond to children who become upset. They take time to nurture children when they become upset and support them understand other children's emotions too.

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Curriculum and teaching Expected standard

Children are given multiple opportunities throughout the day to practise using their fine motor skills through pinching and squeezing, and they practise balancing, stepping, jumping and spatial awareness in a large complex obstacle course outside. Staff are reflective about what is on offer to ensure that children are inspired and challenged to complete the course.

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Curriculum and teaching Expected standard

Leaders have a good understanding of what children already know and can do. They use this as a basis for setting their curriculum priorities. The curriculum is typically well designed and meets the requirements of the early years foundation stage as well as the needs of all the children. Staff know how to support children who need extra support, and, subsequently, all children are progressing well. Independence and a sense of belonging are prioritised. Staff support children's language well with purposeful interactions throughout their routines and activities.

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Curriculum and teaching Expected standard

Staff are reflective about how to change the provision to support children's positive behaviour. For example, staff extend an obstacle course in the garden to ensure that children do not have to wait in line for their turn. This has a positive effect on their behaviour. Children happily learn to balance, step, run and jump as they navigate the course. They also practise their language skills and their social skills as they negotiate taking turns.

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Curriculum and teaching Expected standard

Staff provide regular opportunities in the expressive arts and design curriculum to use different materials and practise different skills. However, staff do not take all opportunities for children to express themselves freely and creatively, which is not prioritised as well as in other areas of learning.

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Leadership and governance Expected standard

Leaders show that they understand the setting's context very well. They are ambitious for children and know what curriculum priorities they want to focus on. Staff take appropriate action to support all children and ensure that any barriers to learning are reduced. Typically, this results in children developing well from their starting points. Leaders prioritise staff wellbeing and ensure that staff workloads are manageable. Staff feel well supported and access regular training opportunities to support their work with children. Leaders have regular strategies in place to ensure that staff are equipped to carry out their roles and responsibilities effectively. Consequently, staff have the knowledge and skills to support children's learning well.

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Leadership and governance Expected standard

Leaders have a clear view of the nursery's strengths and areas for development. Partnerships with parents are fully embedded. Parents feel supported and well informed about their children's learning, care and routines. Two-way communication between families and staff ensures that children's care is consistent.

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Leadership and governance Expected standard

Leaders ensure that safer recruitment procedures are followed and that staff complete paediatric first-aid qualifications. There are robust systems in place to monitor this, and, consequently, children's health and safety is prioritised. Leaders and practitioners have made close links with local schools to make sure that children's transition to school is smooth and effective.

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

Leaders and practitioners know the children and their families very well. They communicate closely with parents to understand what makes their child unique and ensure that each child feels at home and can access the curriculum. This is particularly beneficial to children who have special educational needs and/or disabilities. Staff understand what children know and can already do, and they provide activities that promote children's development and next stage of learning. Parents report that they feel supported and reassured that their child is happy, safe and learning at the nursery. Staff support parents to understand the importance of attending nursery for their children.

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

Children happily access activities on offer as they arrive at this inviting nursery. Staff understand what children need to settle as they say goodbye to their parents and carers. If children become upset at this time, staff know exactly how to support them to calm down and start learning. Children form strong attachments with each other and with their key person. Expectations for behaviour are high, and children respond positively to this, showing that they understand the rules. Children show high levels of respect for the equipment and each other. For example, children ask their friends if they will be joining in before an activity starts. Staff support children to understand and manage their emotions with a simple system linked to animals, such as 'Lucy the Lion' who is a good listener. This has a positive impact on children's personal and social skills.

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

Children's social skills, language and literacy skills are promoted in a variety of ways. For example, children share story props from a sack while they listen and join in a story. This has a positive effect on children's language as they recall parts of the story. Children are also encouraged to share the resources in the sack and negotiate turn taking.

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Next steps

Leaders should enhance the opportunities for children to express their own ideas to build on the skills they learn in expressive arts and design. Leaders and practitioners should build on their existing skills in extending children's learning more consistently to further enhance their learning.

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Address:

Wren House Nursery School 4-6 Salehurst Road EASTBOURNE BN21 1QS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Mini Marvels (Sussex) limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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About this inspection

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

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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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