Stanley's at Primrose

Stanley's at Primrose

Unique reference number (URN): EY305936 Address: Primrose Children's Centre, Lambton Terrace, JARROW, Tyne and Wear, NE32 5QY Type: Childcare on non-domestic premises Registered with Ofsted: 24/03/2005 Registers: EYR, CCR, VCR Registered person: South Tyneside Council

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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 Expected standard

Children achieve securely across the curriculum. They make appropriate progress from their starting points, particularly in communication and language. Staff interactions support children to build vocabulary and confidence, and children learn and confidently use new words with increasing accuracy.

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Achievement Expected standard

Children progress well in their physical development through regular exercise and outdoor play. Babies explore paint and make marks, toddlers layer stickers to build fine motor skills, and older children strengthen hand muscles when shaping dough.

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Achievement Expected standard

Children who are disadvantaged or vulnerable, including those with special educational needs and/or disabilities, are supported to make progress because the curriculum is tailored to their individual needs. Children develop their personal, social and emotional skills as they form friendships and play alongside others, supported by warm relationships with staff.

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Achievement Expected standard

By the time they leave, children are confident, curious and prepared for their next stage of education. They have the knowledge and skills they need for later learning and school.

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Behaviour, attitudes and establishing routines Expected standard

Staff create a positive environment and introduce meaningful expectations for behaviour. Children are learning to understand the 'golden rules' such as having 'kind hands' and 'walking feet'. However, the consistency with which staff reinforce expectations is not always secure, particularly during group times. Although staff tell children what is expected, they sometimes share instructions through songs and do not consistently check that children have listened, understood and responded. Some children, therefore, lose focus during group times.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show kindness to their friends. Staff support this appropriately, for example by creating occasions where children need to help one another, share equipment or take turns. Children play together happily, particularly during imaginative play. Staff encourage cooperation by praising children for their teamwork.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with parents to encourage attendance and punctuality, and children benefit from these expectations. Children arrive ready to learn, settle quickly and show a sense of belonging in the nursery. This supports their confidence, resilience and readiness to take part in learning.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children are curious, engaged and eager to join in activities. Familiar routines help them to feel settled and ready to learn. Staff consider children's age, stage of development and individual circumstances when guiding their behaviour, including making appropriate adjustments for children with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

Staff organise care practices carefully to meet children's individual needs. Babies' routines flow naturally with their individual needs, and staff adapt their practice to ensure comfort and security. Staff build warm, responsive relationships, and secure attachments with key staff help children build the confidence to explore and learn. Staff take particular care to support children during transitions. For example, thoughtful strategies such as a home–nursery link bears to help children settle quickly on arrival.

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Children's welfare and wellbeing Expected standard

Children enjoy daily opportunities for outdoor play, which help them build strength, balance and coordination. Staff supervise children carefully, particularly at mealtimes and when children are sleeping, so they remain safe and well. Staff actively teach children how to keep themselves safe and healthy. For example, staff explain when and why children should wash their hands, helping them understand the link between good hygiene and staying well. Children eat well-balanced meals that meet nutritional needs and learn about making healthy choices.

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Children's welfare and wellbeing Expected standard

Staff provide tailored support for children who are disadvantaged and those with special educational needs and/or disabilities so that their welfare and wellbeing remain a priority. Staff support children's emotional wellbeing effectively. They talk about feelings regularly, helping children to name emotions, ease frustration and understand the needs and feelings of others.

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Curriculum and teaching Expected standard

Leaders strengthen curriculum planning and teaching through ongoing evaluation and improvement. The curriculum generally builds progressively on what children know and can do, with a clear focus on areas where children need most support. Books and stories become more complex as children move through the nursery, helping them expand vocabulary and deepen understanding of language. Staff introduce new words and explain their meaning, supporting children to develop confidence in communication.

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Curriculum and teaching Expected standard

Staff know children well and adapt teaching to meet individual needs, including those who are disadvantaged, have special educational needs and/or disabilities, or face other barriers to learning. They check what children know and can do and tailor activities to meet specific learning needs.

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Curriculum and teaching Expected standard

Teaching is flexible and matched to each child's stage of development. Leaders prioritise children's health and wellbeing, promoting active play and supporting emotional resilience during play. When teaching mathematics, staff do not always do so in a clear sequence. For example, staff encourage children to count to larger numbers before children have built a secure knowledge of smaller ones. As a result, some children learn numbers by memory rather than developing an understanding of their meaning and value.

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Inclusion Expected standard

Leaders and staff know children and their families well. They take time to understand the different challenges families face and use this understanding to shape support. Staff work in partnership with parents, ensuring that children's prior experiences are taken into account, so that every child feels included.

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Inclusion Expected standard

When staff notice gaps in learning, they put tailored support in place promptly. They adjust routines and activities so all children can take part, for example by using low-level furniture or planning quieter spaces away from distractions. Staff review progress regularly and adapt their approach as needed, involving families in each stage. Parents speak positively about how well their children are included and supported.

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Inclusion Expected standard

Leaders ensure that staff have the appropriate skills and knowledge to give children the right level of support at the right time Children with special educational needs and/or disabilities benefit from planned support that enables them to play a full part in nursery life. Key staff coordinate provision effectively and work closely with other professionals so that children benefit from specialist input where appropriate.

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Inclusion Expected standard

Leaders use additional funding carefully. For example, they provide climbing equipment that helps children to strengthen their physical development. Leaders monitor the impact of this funding to check that disadvantaged children continue to make progress.

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Leadership and governance Expected standard

Leaders place children's best interests at the centre of their work and manage change appropriately. Recent changes in leadership and staffing have been handled steadily, with staff supported so that morale remains positive.

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Leadership and governance Expected standard

Reflective practice supports ongoing improvement. Leaders evaluate provision regularly and act on what they find. For example, they are refurbishing the garden to expand outdoor learning opportunities and have introduced home visits to strengthen relationships with families. These changes show how leaders respond thoughtfully to children's needs and feedback from parents.

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Leadership and governance Expected standard

Professional development is purposeful and linked to children's learning. Recent training on language development has been shared with staff, helping them to apply new skills in practice and improve outcomes for children. Supervision and induction are well organised, giving staff confidence and helping them build expertise. Leaders balance ambition with care for staff wellbeing, supporting a collaborative culture where workload feels manageable.

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Leadership and governance Expected standard

Partnerships with parents are effective. Families are welcomed into the nursery for social events and activities, and staff signpost them to wider services when needed. Leaders ensure children receive appropriate support to they thrive alongside their peers. Leaders' commitment helps children to benefit from consistent education and care.

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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

Relationships between staff and children are a key strength. Staff build trusting relationships that put children at ease. They know each child well and respond with warmth and consistency, which helps children to settle quickly and feel secure. Routines and activities generally take account of children's needs and preferences, helping to ensure that all children receive appropriate care and learning experiences.

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

Children learn alongside their friends and share experiences. Mealtimes are social occasions where staff sit with children, chat with them and encourage conversation. Staff encourage independence through everyday routines. Children manage their own clothing and prepare snack items, showing pride in managing these tasks. These opportunities help children to grow in confidence and develop self-help skills.

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

Staff observe children closely during play and daily routines, notice what they achieve and identify next steps for learning. Children develop a wide range of knowledge and skills through a generally well-organised a curriculum. Play is lively and purposeful, and children very much enjoy their learning. For example, they dance and sing together on the outdoor stage, showing confidence and joy in performing for their friends.

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

Staff recognise that some children face barriers to learning. They provide tailored support for children, including those with special educational needs and/or disabilities, so all children join in fully and feel included. Leaders promote regular attendance so that children access the full programme of learning and experiences. Staff recognise each child's individuality and create opportunities that help them to make secure progress from their starting points. Children leave nursery confident and curious, with foundations they need for their next stage of learning.

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Next steps

Leaders should support staff to consistently reinforce behaviour expectations during group times, to enable children to listen, understand and respond appropriately. Leaders should strengthen the teaching of mathematics by sequencing learning more carefully, ensuring children build a secure understanding of smaller numbers before moving on to larger ones.

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About this inspection

The inspector/inspectors spoke with the nominated individual, leaders, practitioners, parents 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 children's learning, development and care, known as the early years foundation stage.

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Address:

Primrose Children's Centre Lambton Terrace JARROW Tyne and Wear NE32 5QY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: South Tyneside Council

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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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