New Road Children's Day Care

Nursery

Unique reference number (URN): EY331756 Address: 37 New Road, Chippenham, Wiltshire, SN15 1HP Type: Childcare on non-domestic premises Registered with Ofsted: 04/04/2006 Registers: EYR, CCR, VCR Registered person: MC and SH Cawley 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 and staff establish clear, consistent routines and boundaries that help children understand the structure of their day and keep themselves safe. Children respond positively to these routines and have a good understanding of behaviour expectations. For example, they know not to run indoors, to listen carefully to staff, and to show kindness and respect towards their peers. Staff regularly praise children's efforts and achievements, such as sharing resources or when younger children independently manage tasks such as removing their coats and shoes, which helps to build confidence and self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

Staff are calm, nurturing and positive role models. They manage behaviour sensitively and consistently, helping children to feel safe, supported and understood. Leaders and staff are skilled at recognising children's behaviours and identifying when additional support is needed. They work closely with parents to share strategies and manage situations effectively when challenges arise, ensuring a consistent approach between home and the nursery. Children who have special educational needs and/or disabilities benefit from additional plans and, where appropriate, individual risk assessments. These ensure that support is well targeted and consistent, helping children to understand, process and manage their emotions appropriately.

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Inclusion Strong standard

All children, including those with special educational needs and/or disabilities, are fully included in this welcoming nursery. Leaders and staff know the children extremely well. They regularly assess children's progress, enabling them to accurately identify any gaps in children's learning. Leaders and staff consistently work closely with parents and other professionals to provide children with the support that they need to participate and progress, and to have measures in place to support them as they prepare to start school. Leaders and staff ensure that children who have gaps in their learning are given consistent support to help them to develop the skills that they need and reduce barriers to their learning.

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Inclusion Strong standard

Leaders and staff use the knowledge and skills they have gained through training, and by learning from other professionals, to put high-quality strategies in place that support children's needs consistently. For instance, children routinely take part in interventions that are precisely planned for their needs to help close gaps in their learning. Leaders work with

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Expected standard

other professionals to access external support and additional funding for children. This helps staff to meet children's care and learning needs and ensure that the support is in place in preparation for them as they start school.

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Expected standard

Leaders recognise the individuality of the children and their families, and this is celebrated throughout the nursery. Children confidently share photos from home. They enjoy talking about who is special to them as they share details of their cultural clothing and celebrations. Children demonstrate feeling valued and included.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, achieve well, particularly in their communication and language development. Younger children learn a wide range of new words and demonstrate good listening skills as they respond to staff and take part in activities. Older children become increasingly independent and confidently manage their own personal needs, showing a positive 'can-do' attitude. They make choices for themselves and approach new challenges with confidence. Children learn the skills that will help them in preparation for the next stage in their learning and the move to school.

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Children's welfare and wellbeing Expected standard

Children benefit from warm, positive relationships with staff. Younger children snuggle in and engage enthusiastically during story times, while older children are confident and keen to involve adults in their play. Staff place a strong focus on children's physical health, ensuring they have plenty of opportunities for exercise, access to nutritious meals and support to develop good hygiene routines.

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Children's welfare and wellbeing Expected standard

Leaders and staff adapt resources thoughtfully to meet children's individual needs. For example, toys and equipment are provided to help children who are developing confidence with walking, ensuring that all children can take part and progress at their own pace. The nursery has a home-from-home feel, where children feel safe, secure, and a strong sense of belonging. At times, the environment can become disorganised during play, and more focus is needed to help children to learn how to care for their environment and keep themselves safe. However, overall, staff are attentive and supportive, helping children to manage risks and play safely. Children are well cared for, enjoy meaningful learning experiences and benefit from an environment that is nurturing, inclusive and promotes both their physical and emotional wellbeing.

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Curriculum and teaching Expected standard

The curriculum is well planned and effectively implemented across the nursery, with staff demonstrating a strong understanding of each child's individual needs and stage of development. Staff use regular observations and assessments to identify children's next steps and target interactions, ensuring support is purposeful and responsive. With younger children, staff focus on helping them feel secure and settled while supporting their physical development, including learning to crawl, walk and feed themselves.

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Curriculum and teaching Expected standard

Leaders have introduced a 'story of the month' approach, which is used consistently throughout the nursery. This helps children become familiar with language, story structure and key vocabulary. Regular repetition of stories supports communication and language development, enabling children to build confidence in listening, understanding and using new words in play and conversation.

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Curriculum and teaching Expected standard

Personalised targets are carefully identified and regularly reviewed, ensuring children receive focused and consistent support. This helps all children, including those requiring additional support, to make good progress from their starting points. As the curriculum is still developing, leaders now need to support staff in providing consistently high-quality teaching for older and more capable children to help them achieve their full potential.

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Leadership and governance Expected standard

Since the last inspection, leaders have focused on strengthening processes to monitor children's safety and welfare. There has been a strong emphasis on developing the staff team, with professional development a priority. Staff benefit from training that enhances their knowledge and skills, enabling them to provide learning experiences for children. Partnerships with parents are a particular strength, with leaders and staff working closely with families to share information, support children's development and address any concerns collaboratively.

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Leadership and governance Expected standard

Staff are well supported by leaders, with protected time to complete administrative tasks, do coursework and attend training, helping to promote a positive work-life balance. Staff say they feel valued and confident in their roles. The ongoing focus on staff development, safety and partnership working ensures that the nursery continues to improve and meets the needs of both children and staff effectively. Leaders have been developing the curriculum. Although this is still embedding, overall, children are making good progress from their starting points.

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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 are safe, secure and happy at this nursery. All children, including those with special educational needs and/or disabilities, make good progress from their starting points. Leaders and staff form strong relationships with children and their families, and this partnership working helps to ensure that children's individual needs are met.

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

Leaders and staff focus on helping children to feel at home so they can become confident and independent. Children benefit from a well-planned curriculum that focusses on helping children to feel safe, develop good communication skills and to be physical and lead healthy lifestyles. This helps to give children the skills they need in preparation for starting school. Children enjoy being outside and children of all ages benefit from outdoor play, where they

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Inspector:

Victoria Nicolson get to test their physical skills and take risks in their play. Children zoom around the garden on the bicycles, and others enjoy rolling the big hoops to each other. Younger children learn to use tools to dig in the sand as they play together.

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Inspector:

Children are independent and confident. They choose where they would like to play, and staff support their interests well. Older children enjoy being imaginative as they play together making a pretend bus out of chairs that will 'take them to the beach'. The youngest children enjoy singing familiar songs using props. Some children confidently sing, and others do the actions to join in, even when they do not have the language skills yet to sing along. Leaders work with parents to promote children's attendance to ensure that children can access the education that they are entitled to.

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Next steps

Leaders should continue to develop the curriculum for older and more capable children to progress their learning even further. Leaders and staff should support children to learn how to keep themselves safe as they play, ensuring the environments are free from clutter, such as toys on the floor.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator and parents.

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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:

37 New Road Chippenham Wiltshire SN15 1HP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: MC and SH Cawley Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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