Farlington School Nursery

Farlington School Nursery

Unique reference number (URN): 2724954 Address: Farlington School, Guildford Road, Broadbridge Heath, Horsham, RH12 3PN Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2023 Registers: EYR Registered person: Farlington School 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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Inclusion Strong standard

Leaders and staff identify children's needs accurately and quickly. They work highly effectively together and seek advice from other professionals to reduce children's barriers to learning. Staff are well trained to implement the adjustments required to continuously support the children to make progress. For example, they ensure that children who need more support with speech and language sit at the front at circle time. Children who need support with managing social skills get the additional prompts they need to keep them on the right track. This creates an environment where all children are included and able to access the curriculum.

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Inclusion Strong standard

Leaders and staff continue to follow the development of children who have needed additional support when they have caught up with their peers. They maintain a rigorous cycle of assessment and reviews to ensure that the progress they have made is maintained and any new gaps are identified quickly.

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Achievement Expected standard

Children achieve well through the nursery. They demonstrate confidence and independence as they transition between rooms and adapt to new environments. They build securely on what they already know and can do and make steady progress as the curriculum supports their ongoing learning and development. This means that by the end of their time at the nursery, all children are well prepared for the next stage of their education, and children facing barriers to learning have made significant progress from their starting points.

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Achievement Expected standard

Children develop strong communication and language skills from an early age. From babies through to pre-school, they confidently express themselves and understand others as these skills are consistently developed across the curriculum. For example, pre-school children confidently recall a particularly exciting trip to the woods. They talk about what happened and how it made them feel. This shows a clear sense of belonging, development of social skills and an ability to engage in thoughtful, extended conversations that go beyond the immediate moment.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and understand what is expected of them across the nursery. Through routines and everyday activities, children learn social skills and politeness. Staff act as consistent role models for kindness and consideration and speak with children about this in age-appropriate ways. For example, they demonstrate and remind children to use 'safe hands', explaining that this helps to ensure they do not hurt their friends.

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Behaviour, attitudes and establishing routines Expected standard

Children are highly familiar with the everyday routines, which helps them feel safe and secure because they know what to expect. They benefit from close relationships with staff, who gently guide children's behaviour in playful and positive ways. For example, when children sit quietly ready for lunch, staff pretend they have not noticed them because they are behaving so well.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with parents to promote regular attendance so children benefit from regular participation and consistent access to learning.

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Children's welfare and wellbeing Expected standard

Children form strong attachments with staff from an early age and the key-person system is very effective. This means that children feel safe. Staff know children and their individual circumstances very well, and there is good communication and information sharing throughout the nursery.

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Children's welfare and wellbeing Expected standard

The nursery provides healthy meals and staff speak with children about healthy eating and exercise. Children benefit from extra-curricular activities, such as dance and yoga, to support their physical development. This encourages children to be physically active and supports them to develop enjoyment of movement.

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Children's welfare and wellbeing Expected standard

Staff help children to manage their emotions and impulses through timely, gentle reminders and discussions prompted by carefully chosen books. In this way, children develop a secure understanding of the differing needs within their group and show respect for the additional equipment that some children require, recognising that it is not for general use.

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Children's welfare and wellbeing Expected standard

Children's personal needs around sleep, weaning and feeding are met on an individual basis. Leaders and staff work in close collaboration with parents, in particular around weaning, to ensure this is done safely.

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Curriculum and teaching Expected standard

Leaders have designed a well-rounded curriculum that meets the needs of all children who attend. Songs and stories are embedded within daily routines and are used purposefully to support children's development. For example, transitions between play and adult-led activities are guided by familiar songs. This helps children to shift their attention smoothly from one activity to the next and supports the development of their language skills.

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Curriculum and teaching Expected standard

Staff add complexity to learning as children progress through the nursery, and mathematics is taught explicitly throughout. For example, younger children talk about 'big' and 'small', while older children measure themselves using strips of paper and actively discuss how their heights compare. This supports children to develop complex language skills, critical thinking and social skills as they wait their turn and realise that not everyone can be the tallest person. Many activities take place outside as children benefit from free-flow access between indoor and outdoor spaces. This naturally encourages children to be physically active.

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Curriculum and teaching Expected standard

Overall, interactions between staff and children are of high quality. However, at times, activities are slightly too advanced for children's developmental stages. During these moments, staff interactions are less effective at fully engaging children. As a result, some children struggle to participate meaningfully and do not gain as much from these experiences as they could. Leaders are aware of this and continue to provide staff with targeted training to strengthen the quality of interactions further.

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Leadership and governance Expected standard

Leaders take a child-centred approach to the setting. They work closely with parents and staff to ensure their provision is shaped to suit the children who attend. For example, they reorganised the layout of pre-school to better accommodate the needs of the current group of children.

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Leadership and governance Expected standard

Leaders work effectively with parents and the key persons of children who face barriers to learning. This ensures that these children receive the targeted support they need during daily activities. As a result, children who require additional help are well supported to make good progress, and key persons feel confident in meeting their needs.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's key strengths and precisely identify areas for improvement. For example, they have planned appropriate training to develop the quality of teaching.

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Leadership and governance Expected standard

Leaders make effective use of appraisals and regular meetings with staff to consider their workload and professional development. This has fostered a culture where staff's wellbeing levels are high, with some saying that it is the best place they have ever worked. Staff feel heard and trust that leaders take their workload into consideration.

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

Children enjoy learning at the nursery. They are relaxed and feel at home in the nurturing atmosphere created by staff who know them and their personal circumstances well. Children benefit from a child-centred approach in which the environment is adapted to meet their needs and transitions are supported according to each child's stage of development. As a result, children feel safe and secure and achieve well.

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

Children access a well-sequenced curriculum that gradually develops their independence, social skills, and communication and language abilities. This supports children to feel confident as they progress through the nursery and prepares them well for the next stage in their education.

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

Children are encouraged to have a go and persevere with open-ended tasks, both indoors and outdoors. These are delivered through a balance of play-based and adult-led activities that support children to become curious learners.

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

Children understand what is expected of them and they behave well. Staff actively support them during play and routine activities to develop their social skills through gentle reminders of expectations, such as avoiding hurting friends. Routine tasks are effectively used to teach good manners. For example, before meals, children sing a 'please and thank you' song more and more quietly so children are calm and settled. This supports children to learn to regulate themselves and prepares them well for life in the wider world.

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

Practice within the nursery is highly inclusive for children who face barriers to their learning. Children's heritage is meaningfully reflected within the setting. For instance, leaders draw creatively on links within the school community to incorporate songs and stories in children's home languages into daily nursery life.

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Next steps

Leaders should continue to train staff so they all understand that every interaction with a child is a learning opportunity and that highly effective interactions with children are embedded consistently.

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About this inspection

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

Farlington School Guildford Road, Broadbridge Heath Horsham RH12 3PN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Farlington School Ltd

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Address:

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

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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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