Hill View Farm Nursery Ltd

Hill View Farm Nursery Ltd

Unique reference number (URN): 2831483 Address: The Barn Atelier, Hill View Farm, Lee Road, Saunderton Lee, Princes Risborough, HP27 9NU Type: Childcare on non-domestic premises Registered with Ofsted: 17/03/2025 Registers: EYR Registered person: Hill View Farm Nursery 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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Achievement Expected standard

Overall, all children make consistent progress across the areas of learning, particularly in their communication and language. Older children confidently articulate their ideas during their play. For example, they describe the structures they are building or talk about a recent birthday event. Children develop their early language skills through simple phrases, repetition and opportunities to copy words during everyday routines, which is particularly evident for those identified with delayed communication.

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Achievement Expected standard

Babies and younger children develop secure physical skills as they climb small equipment and explore sensory resources, showing pride in what they can do next. Children with special educational needs and/or disabilities or barriers to their learning participate fully and develop the skills they need for their next stage of learning. As a result, all children are well prepared for the transitions within the setting and for school.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show positive attitudes to their learning and behave well within the setting. They understand familiar routines and cooperate with others, such as joining group singing sessions or helping to tidy away resources. Children form warm relationships with staff and peers, often showing empathy or waiting patiently for a turn. Positive and caring relationships with staff help children to feel secure.

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Behaviour, attitudes and establishing routines Expected standard

Staff model calm and caring behaviour. They support children to express their feelings during their play. Children benefit from clear routines, where they practise following simple instructions and taking responsibility for finding their own clothing for outdoor play. However, staff do not consistently help children to understand the consequences of their actions. For example, when children throw toys or use resources inappropriately, staff do not always reinforce expected behaviour and explain how their actions affect others.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of attendance and punctuality and track any patterns of absence. They consider children's individual needs when supporting their behaviour, recognising when some require space, reassurance or simplified language. As a result, children feel secure, follow routines with increasing confidence and develop the social skills needed for their next stage of learning.

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Children's welfare and wellbeing Expected standard

Leaders ensure that care practices are well organised and consistent. This enables staff to respond sensitively to children's individual needs. Children experience warm and responsive care that supports their welfare and emotional security. Babies form positive attachments with key staff. They seek comfort through calm and sensitive interactions that help them to feel safe and settled.

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Children's welfare and wellbeing Expected standard

Staff follow children's individual routines closely, ensuring that feeding, sleeping and personal care practices reflect what each child needs. For example, babies sit in low chairs during snack time, where staff face them to promote safe eating and encourage early independence. Older children benefit from consistent care practices that help them to manage their personal needs confidently, including washing their hands and preparing for outdoor play. Mealtimes are relaxed and sociable, with staff modelling safe eating and encouraging older children to try different foods.

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Children's welfare and wellbeing Expected standard

Staff promote children's physical wellbeing through daily outdoor play. Children access resources that support their balance, coordination and exploration in a safe environment. Children who may face barriers to their learning receive thoughtful adjustments, including quieter spaces, simplified language and additional reassurance during transitions. This helps them to remain settled and fully included. Staff remain attentive to children's emotional cues, offering reassurance and modelling language that helps children to recognise and manage their feelings. Through these secure relationships and thoughtful care routines, children feel safe, valued and motivated to participate positively in the day.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of the curriculum and how well it supports children's learning. Generally, the curriculum is thoughtfully designed to promote children's confidence, independence and enjoyment across all areas of learning.

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Curriculum and teaching Expected standard

Staff know what they want children to learn and use this knowledge well to guide their interactions. For example, they encourage older children to talk about what they are creating as they build tall structures with magnetic shapes. This helps to develop children's language and mathematical thinking. Younger children benefit from sensory experiences and opportunities to climb, paint and explore, which support their physical development and early communication. Staff routinely model new vocabulary, count during everyday routines and encourage children to compare shapes and sizes, helping to build secure early mathematical understanding.

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Curriculum and teaching Expected standard

Overall, teaching is inclusive and adapted appropriately for children who need additional support. For instance, staff use simple phrases, visual prompts and repetition to help children with developing language to join in play and routines. They use assessment effectively to identify what children know and can do. This enables staff to plan meaningful next steps that meet children's different starting points. As a result, children engage well and progress confidently through the curriculum.

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Inclusion Expected standard

Leaders create an inclusive culture, where children's individual needs are identified early and assessed effectively. Staff know children well and use their observations and assessments to recognise early signs of need, such as delayed language or sensory-related needs. For example, children needing extra communication benefit from visual cues or adapted routines that help them to stay settled and engaged.

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Inclusion Expected standard

Leaders build close partnerships with families to understand children's backgrounds and ensure that support is tailored to their individual needs. Leaders implement the graduated approach well, helping staff to break learning goals into small and achievable steps. They review children's progress regularly so that support remains appropriately targeted.

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Inclusion Expected standard

Staff receive clear guidance and training to help them to provide suitable adaptations and adjustments. This ensures that all children can participate fully in the curriculum. Leaders seek advice from external professionals effectively when needed, or signpost families to local support services. Although the setting currently receives no additional funding, leaders can clearly explain how such funding would be used to enhance children's opportunities and outcomes. As a result, children with emerging or special educational needs and/or disabilities are included effectively and make progress from their individual starting points.

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Leadership and governance Expected standard

Leaders have a clear and ambitious vision for the setting and demonstrate a commitment to improving the quality of provision. Since the last inspection, they have taken effective action to address previous weaknesses, including strengthening risk assessments, improving site security and refining teaching practices. Leaders know the setting's strengths and areas for development well and use this understanding to guide ongoing improvements. They make decisions that prioritise children's best interests, particularly those who may have emerging additional needs. However, while the setting demonstrates clear strengths, leaders recognise that practice can be enhanced to strengthen children's understanding of behaviour expectations and to build more effective partnerships with other settings children attend.

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Leadership and governance Expected standard

Effective systems for supervision sessions and monitoring help leaders to assess staff's performance, identify training needs and ensure that all staff remain suitable for their roles. This includes providing relevant professional development, such as training on high-quality interactions and early support strategies. Leaders create a positive culture in which staff feel valued, supported and able to discuss their workloads and wellbeing. Relationships with parents and carers are positive, with leaders sharing information openly and responding promptly.

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Leadership and governance Expected standard

While staff engage appropriately with external professionals, leaders recognise the importance of strengthening communication with other early years settings that children attend. Overall, leaders ensure that children are cared for in a safe and reflective environment that supports all children's individual needs.

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

Leaders demonstrate a positive drive for improvement and have taken effective steps since the last inspection to strengthen teaching, raise expectations and improve the overall quality of provision. Children at this setting experience a warm, inclusive and nurturing environment, where they feel safe, welcomed and valued. They separate from their parents and carers with ease on arrival and eagerly engage in the broad range of activities. Children show confidence and enjoyment in their play.

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

Staff know children well and use this knowledge to follow their interests closely. They join children at meaningful moments to extend their learning and develop their language, physical skills and independence. Staff support children emotionally, enabling them to flourish. For example, older children confidently share their ideas during imaginative play in the dedicated construction area outdoors. Younger children show pride as they climb steps and ramps or explore sensory materials with increasing curiosity. Babies demonstrate a love of books and show secure attachments as they seek comfort and interaction from familiar adults.

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

Children cooperate well with others and show delight, when seeing their friends arrive. They benefit from a rich and well-resourced indoor and outdoor environment. They explore, take appropriate risks and develop the skills they need for future learning. Leaders support practice well by closely monitoring children's needs and modelling high-quality interactions. They ensure that staff receive ongoing guidance and training so that children's experiences continue to be positive and suited to their stage of development. Overall, this is an inclusive setting, where the expected standards are securely met.

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Next steps

Leaders should support staff to manage children's behaviour more appropriately to help them to learn the effects of their actions on others. Leaders should build stronger links with other settings that children attend and promote a more shared approach to supporting their progress.

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Address:

The Barn Atelier Hill View Farm, Lee Road, Saunderton Lee Princes Risborough HP27 9NU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Hill View Farm Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers, the special educational needs coordinator and the designated safeguarding lead 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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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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