Woodlands Nursery

Woodlands Nursery

Unique reference number (URN): EY484522 Address: Hope Bowdler, Church Stretton, SY6 7DD Type: Childcare on domestic premises Registered with Ofsted: 03/03/2015 Registers: EYR, CCR, VCR Registered person: Woodlands Nursery Partnership

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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

There is a positive culture of mutual respect in the nursery. Staff are excellent role models who promote good manners and positive communication. Staff and children communicate effectively, and children are confident to share their ideas and experiences. Staff listen to children's needs and validate their emotions, helping them to understand how they are feeling. Children feel happy and secure in the knowledge that they are cared for and respected.

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Behaviour, attitudes and establishing routines Strong standard

Children learn how to share and be kind to their friends. They take an interest in others and demonstrate care for their individual needs.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff work collaboratively to support children. They are robust in establishing an understanding of why children exhibit certain behaviours and take appropriate measures to limit the potential for children to become over-stimulated. For instance, staff arrange the layout and activities in a way that invites children to explore learning opportunities with awe and wonder. Staff position themselves so that they can engage in positive interactions in different areas of the room. Leaders and staff work collaboratively with parents to offer consistency in their approach to behaviours.

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Behaviour, attitudes and establishing routines Strong standard

Leaders warmly greet families as they arrive at the setting and promote the importance of children's regular attendance. Leaders and parents work together to establish routines that support children to develop and thrive in nursery.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is prioritised in this nurturing nursery. Each child receives a unique settling-in experience that caters for their individual needs. This helps children to develop trusting relationships with all staff.

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Children's welfare and wellbeing Strong standard

All leaders and staff make it their priority to get to know children's unique needs so that they can ensure that children feel safe and secure. They take immediate action when children show signs of distress. For instance, they recognise when children do not feel happy or comfortable outside. They invite children inside to take part in activities that help them to feel calm and regulate their emotions. However, staff are mindful of the importance of outdoor learning and ensure that children have daily learning opportunities outdoors.

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Expected standard

Children are confident about meeting their own self-care needs. All children wash their hands before eating and practise pouring their own drinks at mealtimes. Children take part in sociable mealtimes where they enjoy healthy, well-balanced meals with their friends. Staff work closely with parents to explore children's dietary needs and work together on the introduction of solid foods.

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Expected standard

Routines are embedded and children actively engage in familiar daily routines. Staff ensure that sleep times are safe and calm. They regularly monitor children as they sleep and understand the importance of rest times for children's growth and development.

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Inclusion Strong standard

All children thrive in this inclusive setting. Leaders ensure that staff are suitably trained and securely understand their role in assessing children's learning needs. Effective assessment allows staff to target children's individual needs. They respond swiftly when there are concerns about a child's development and liaise with families and other agencies to ensure that children receive the best level of support. Outside agencies are invited into the setting to work alongside staff and children. They reflect on children's unique needs and set individual targets that are achievable and appropriate for their levels of development. This partnership working helps to ensure that all children receive continuity of care.

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Inclusion Strong standard

Children with special educational needs and/or disabilities make rapid progress. Staff ensure that all activities are accessible and contribute to the development of children's next steps. Staff work together to support children, responding to their individual needs. For instance, staff recognise when children become overwhelmed or dysregulated. Children know that they can go for a lie-down and have some quiet time. Staff support this by joining them for a shared story. Children enjoy communicating about the words and pictures that they can see in books. This helps children to integrate back into the group and join in activities with their friends.

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Achievement Expected standard

Children develop ways of communicating with others. They listen to instructions and express themselves through gestures and words. Children who find it difficult to communicate and express themselves verbally receive additional support that helps them to make choices. For instance, staff support them with pictures or objects to support their understanding.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, make steady progress from their starting points. They become well prepared for school through opportunities to develop their independence and self-care skills. Children learn how to put on their coats and waterproofs before going outside. They attend to their own toileting needs, understanding that they must wash their hands after using the toilet. Children explore what happens when they drop different objects into water. They predict whether they will float or sink, often guessing correctly and celebrating with staff and peers. Children take great interest in exploring ways of making marks. They discover ways of painting with sticks. More able children begin writing their names and those of people familiar to them.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the curriculum that is being delivered and recognise how this could be taken further. They ensure that the curriculum is accessible to all children, regardless of their needs or starting points.

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Curriculum and teaching Expected standard

Leaders and staff recognise the importance of developing children's communication and language skills. They offer repetition of language to support children in their acquisition of new vocabulary. Children develop a love of books. They explore books throughout their time at nursery. Children learn how to handle books carefully and understand the role of the author and illustrator. Children become familiar with repeated phrases and can retell their favourite parts of stories. Staff support children to develop their awareness of sounds in the environment and begin to explore phonics.

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Curriculum and teaching Expected standard

Staff use counting and number language from the baby room upwards throughout the nursery. They invite children to join in with counting songs and rhymes. Older children begin learning how to order objects by height. While playing in water, staff help children to identify familiar numbers.

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Curriculum and teaching Expected standard

Staff provide a variety of opportunities for children to develop and practise their physical skills. They invite children to build and balance with blocks, exploring how to build chairs for their dolls. Children create paths out of wood to practise balancing on as they steadily walk across. This supports children to learn to negotiate and take turns with others. Staff teach children how to thread spools, exploring colour as they comment on which they are going to use next.

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Leadership and governance Expected standard

Leaders have worked hard to meet the actions that were given at the last inspection. They have ensured that all staff are meeting their safeguarding responsibilities. Risk assessments have been enhanced to ensure that areas where children play are safe and staff understand their responsibilities for maintaining children's safety.

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Leadership and governance Expected standard

Leaders have evaluated practice well, identifying the areas that require improvement to take teaching to the next level. Staff receive regular supervision opportunities and speak positively about the support for their wellbeing. They know that they can turn to managers for support and guidance and have opportunities to complete training to enhance their skills further. Leaders recognise that they need to offer additional coaching and mentoring opportunities to support staff to make further progress.

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Leadership and governance Expected standard

Parents speak very highly of the nursery and the team that 'go above and beyond' to support their children. They are grateful for the swift action that leaders take to identify children's needs and to seek additional support. They feel that they are well supported as parents and work collaboratively to offer consistency in children's care and education.

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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 thrive in this warm, homely setting. Leaders and staff are proactive in getting to know children and their families very well. Children benefit from effective settling-in sessions where their individual needs are established, and children gently develop meaningful bonds

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Inspector:

Ali Myers with their key person. Children are nurtured by staff and know that they can go to any member of the team for comfort or support. This helps them to feel safe and secure.

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Inspector:

Children begin developing their independence from their early days in the baby room. They learn how to feed themselves and drink from a cup, as well as locating their own shoes, which they confidently try to put on by themselves. Children behave well. They play harmoniously with their friends in this inclusive nursery. Staff are excellent role models who demonstrate cooperative working and promote good manners. This helps children to learn how to be kind and respectful to others.

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Inspector:

Staff work collaboratively with parents to share children's progress. They promote the importance of regular attendance to help children to thrive. Staff provide suggestions about how they can support children with their identified next steps in learning. This helps children to develop their skills and deepen their knowledge. Children make steady progress throughout their time in nursery. All children, including those with special educational needs and/or disabilities, develop the skills that support them into the next stage of their education.

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Next steps

Leaders should strengthen coaching and mentoring opportunities to further enhance the quality of staff's teaching.

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About this inspection

The inspector spoke with leaders and practitioners 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:

Registered person: Woodlands Nursery Partnership

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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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