Goulton Grange Day Nursery

Goulton Grange Day Nursery

Unique reference number (URN): 2607270 Address: The Greens, Goulton Grange Farm, Potto, Northallerton, DL6 3HP Type: Childcare on non-domestic premises Registered with Ofsted: 04/12/2020 Registers: EYR Registered person: Goulton Grange Day Nursery 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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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's wellbeing, ensuring that they are happy and settled in the nursery. Children are warmly welcomed by friendly, attentive staff who show genuine interest in their welfare. Staff know each child very well and conscientiously tailor their support for children's care to meet their individual needs effectively, helping them feel secure and ready to learn.

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Children's welfare and wellbeing Strong standard

Daily routines, including the arrangements for children's sleep times, are well established and thoughtfully considered. Children are carefully monitored while sleeping outdoors in the fresh air. They benefit from daily outdoor experiences in all weathers, including interesting walks at the farm, which further support their health and wellbeing.

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Children's welfare and wellbeing Strong standard

Staff consistently and pro-actively promote children's awareness of personal safety and consideration for others. Older children enthusiastically take part in carrying out risk assessments and building their understanding of safe practices. For example, during snowy weather, they confidently identify hazards, such as icy paths that they could slip on, and understand the importance of wearing coats and hats to help them keep warm.

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Achievement Expected standard

All children make typical progress across all areas of the curriculum. Children develop independence from an early age. Babies practise feeding themselves with support, while older children sit at tables and competently use cutlery. Children demonstrate a good understanding of mathematical concepts. Older children can confidently count to six and accurately identify some single-digit numerals. They also use interactive resources effectively, applying mathematical vocabulary to describe their actions.

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Achievement Expected standard

Children understand the importance of listening to others, and they enjoy in engaging in two- way conversations. They show a clear enjoyment of books and listen to stories with enthusiasm, often repeating familiar refrains and predicting what will happen next. Developing these skills and behaviours ensures that they are well prepared for the routines and expectations they will encounter at school.

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Behaviour, attitudes and establishing routines Expected standard

All children behave well. Caring staff make the most of play opportunities to help children learn and develop the social skills they need for positive relationships. They talk to children about their feelings, helping them recognise emotions in themselves and others. Warm interactions and loving care from staff inspire children and babies to be kind to one another. This encourages responsible, caring behaviour and supports children in learning how to manage risks as they play.

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Behaviour, attitudes and establishing routines Expected standard

Leaders make every effort to ensure that children attend regularly, supporting their access to the nursery's educational provision. Children concentrate well during play and become deeply engaged in their learning. They persevere when developing new skills. For example, toddlers keep trying for several minutes to dress a doll until they succeed.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that meets the development and learning needs of all children. Staff carry out regular progress checks to identify the next steps in children's learning. Children, including those who need additional support and those in receipt of funding, receive experiences tailored to their individual needs. Staff understand the importance of working closely with external professionals when required. As a result, children are well prepared for the next stage of their learning. Typically, staff model language effectively during interactions, and children enjoy conversations and are eager to speak. However, on occasion, staff ask too many questions, and children's communication and language does not consistently progress to high levels.

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Curriculum and teaching Expected standard

The promotion of children's physical development is a strength of the setting. Younger children show resilience as they successfully feed themselves during mealtimes using spoons, supporting their developing hand–eye coordination. The outdoor provision encourages children's appropriate risk-taking and promotes their large-muscle development. Children of all ages are supported to navigate climbing equipment, fostering their confidence and independence.

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Inclusion Expected standard

Leaders and staff are sensitive to the needs of individual children. They know the children well and quickly identify their interests and requirements. Additional funding is used thoughtfully and tailored to each child's specific needs. For example, staff provide extra creative resources to encourage children to interact, share and communicate with their peers. Leaders ensure that staff receive appropriate training and develop the skills needed to support children's learning effectively. For instance, staff working with children who struggle to regulate their behaviour complete additional training. This enables them to offer consistent support to children and helps children engage positively with their peers. Leaders acknowledge that further work is needed to help children learn about similarities and differences between themselves and others and to develop an understanding of cultures and traditions beyond their own.

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Inclusion Expected standard

Leaders recognise that partnerships with other professionals promote a collaborative approach to meeting children's needs. Robust, ongoing assessments involving all parties allow staff to evaluate the effectiveness of strategies and adapt their approach when necessary. They understand that timely referrals ensure that support is in place to aid children's transition to school and sustain their ongoing learning.

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Leadership and governance Expected standard

Leaders consistently reflect on the care they provide and adapt to the changing needs of children and families. They understand the setting's strengths and identify areas for improvement. The ongoing discussions and reflection between staff and leaders help them work to provide children with the best possible experiences, including those who face barriers to their learning or require additional support. Staff report that they enjoy working at the nursery and feel there are opportunities for professional development. They also appreciate that leaders are mindful of their wellbeing and workload, fostering open and trusting communication that helps them and the children to thrive.

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Leadership and governance Expected standard

Parents comment on how happy their children are attending the setting. They value its unique environment and emphasis on outdoor experiences. Parents are appreciative of all the ways that leaders and staff help them and their children. They also welcome the regular updates on their children's progress and development. Many use the nursery's lending library to share books at home, helping to nurture a love of reading from an early age. Parents are confident that their children feel happy and safe.

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

Children are welcomed into the nursery by friendly, attentive staff who show genuine interest in their wellbeing. They quickly develop a sense of belonging within the nursery and engage positively with one another, staff and visitors. For example, toddlers and older children wave and smile when new adults enter their room. Babies and children form warm attachments with their key person, helping them feel secure and ready to learn.

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

Throughout the day, children remain busy and engaged in play. Older children enjoy a stimulating play dough activity that develops their physical skills and imagination. For instance, they demonstrate excellent control and hand–eye coordination as they roll and mould the dough into balls, which they then use to encase small toy bears. They also refer to a storybook about a bear living in a cave, showing they can recall stories and use creative activities to extend their learning. Babies explore through their senses as they use their hands and tools to investigate paint. They practise physical skills by clambering in and out of push-along cars and climbing equipment, navigating space and maintaining balance.

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Inspector:

Janet Fairhurst The curriculum is flexible, responsive and thoughtfully planned to address any gaps in children's experiences, ensuring that they are well prepared for school. Staff also sequence children's learning effectively. For example, during mealtimes, older babies are encouraged to sit on chairs rather than highchairs, helping prepare them for their transition into the pre- school room.

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Next steps

Leaders should support staff to enhance their interactions, increasing children's confidence and supporting their communication and language further. Leaders should help children to learn more about similarities and differences between themselves and others and to gain knowledge of cultures and traditions beyond their own.

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About this inspection

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

The Greens Goulton Grange Farm, Potto Northallerton DL6 3HP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Goulton Grange Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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