Sheen's Nursery Limited

Sheen's Nursery Limited

Unique reference number (URN): 2745843 Address: 77, Poplar Court, 77 Golden Hill Lane, Leyland, Lancashire, PR25 3FF Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2023 Registers: EYR, CCR Registered person: Sheens Nursery Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Strong standard

Children make strong and steady progress across the curriculum, particularly with their communication and language, from the well-sequenced teaching in each room and high- quality interactions from the skilled staff.

p.2

Achievement Strong standard

Children who are disadvantaged, have special educational needs and/or disabilities, or face other barriers to learning and wellbeing, make considerable progress from their starting points. Children receive consistently strong support from staff who all know the children's next steps and understand the individual needs of each child in the room. They all benefit from teaching that is closely tailored to their needs and highly effective in developing their skills. Children's learning is well sequenced so that they gain skills that will help them in their next stage of learning. Children in pre-school are prepared for school in every way, and transitions are smooth and well organised. This results in children who are independent, confident and excited for what comes next.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders have established a highly positive environment where expectations for behaviour are clear, consistent and understood by all. Staff provide children with reassurance and clear boundaries, supporting them to develop self-regulation and social skills. Warm, trusting relationships between practitioners and children are a significant strength, so children feel confident to ask for help or support when needed. Children are very well supported to collaborate and get along with each other, learning turn-taking, empathy and problem- solving through carefully modelled interactions. Babies are supported to take turns with musical instruments. Toddlers take turns putting cars on the ramps outside. In pre-school, 2 children carefully carry a tray of creative resources to the table so everyone can use it. Children are confident to resolve minor conflicts independently. A child playing with dough says to a friend, 'I'm not finished here yet, but you can use this piece if you like?' Targeted

p.2

Behaviour, attitudes and establishing routines Strong standard

support is in place for children with special educational needs and/or disabilities to develop social skills and collaborative play. Leaders promote punctuality and attendance, working closely with families to support children's routines and readiness to learn. A culture of kindness, care and respect is embedded throughout the setting, reflected consistently in daily practice and in children's interactions with staff and peers.

p.2

Children's welfare and wellbeing Strong standard

Leaders have established an inclusive environment with high expectations for all children's welfare and wellbeing. Care practices are highly effective in meeting individual needs, ensuring that children with special educational needs and/or disabilities or other barriers to learning and wellbeing receive timely and tailored support. Leaders plan carefully and sensitively so that every child is supported to build on their individual next steps. Daily routines, including sleeping, weaning and feeding, are carefully adapted to meet each child's needs. Secure, responsive relationships help children feel safe. Babies' preferences are understood and met by gentle, patient staff. Staff greet older children with smiles and cuddles, creating a warm and nurturing environment where every child belongs and is able to thrive.

p.3

Children's welfare and wellbeing Strong standard

Children take part in meaningful experiences, including frequent outings into the local area. They practise using roads safely and learn how to be part of their local community, such as by contributing to food banks. They enjoy weekly activities such as drama and yoga, which develops their confidence and physical skills. Healthy choices are encouraged at snack time, and children eat a range of nutritious meals. These experiences help children build independence, make positive lifestyle choices, and understand how to stay safe and healthy in different environments.

p.3

Children's welfare and wellbeing Strong standard

There are consistent high expectations for all children's behaviour, supported through positive reinforcement and lots of praise. Staff provide lots of reassurance and guidance during conflicts, helping children work through problems. As a result, children calm quickly and learn strategies to manage their feelings. This support helps them develop confidence, resilience and empathy.

p.3

Curriculum and teaching Strong standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They have regular discussions with staff and children, and seek support from other professionals, to inform decisions and drive improvement. They plan an ambitious curriculum that is carefully sequenced.

p.3

Curriculum and teaching Strong standard

Children's personal, social and emotional development is a significant strength. Children feel genuinely cared for and loved. Staff know and understand every child extremely well. They use their assessments to tailor teaching to individual starting points. They make thoughtful adaptations for children with special educational needs and/or disabilities, including visual timetables, sensory resources and strategies such as rainbow breathing.

p.3

Curriculum and teaching Strong standard

Physical development is a priority, with clear sequencing and progression across the rooms. For example, staff work with babies to ensure they are confident and safe to use the stairs before they progress on to the toddler room.

p.3

Curriculum and teaching Strong standard

Communication and language teaching is well sequenced through programmes tailored for the ages and stages in each room. Staff build on vocabulary and other communication and language skills through techniques such as modelling, repetition and skilfully asking open- ended questions. Mathematics vocabulary is explicitly modelled for children, and they confidently use this in their play. For example, children in pre-school build a castle with the magnetic tiles. One child notices the flag looks like a number 7, which leads to further exploration of making shapes and numbers.

p.3

Inclusion Strong standard

Children's individual needs are quickly and consistently identified, ensuring timely and targeted support. Staff seek guidance from experienced, knowledgeable leaders whenever a need or gap is observed. Barriers to learning and wellbeing are actively reduced through strategic support, including one-to-one support for children with special educational needs and/or disabilities. Reasonable adjustments and inclusive practices are embedded across the environment, for example using visual cues to support children during transitions. Leaders regularly review progress and the impact of support. Strong communication between all staff maintains consistency of care for children. This ensures all children can access and enjoy the ambitious and inclusive curriculum, achieving to their full potential.

p.4

Inclusion Strong standard

Staff are well trained to confidently deliver the graduated approach. They know every child very well and have a good understanding of what they need to learn next. This results in learning that is well matched to children's individual needs and next steps.

p.4

Inclusion Strong standard

Leaders engage closely with families, professionals and external agencies. All children benefit from a range of extra-curricular experiences, such as library bus visits, drama and yoga classes, that develop children's confidence in new experiences. Leaders ensure effective use of early years pupil premium funding to support disadvantaged children. They closely monitor the progress of vulnerable children, working with families and agencies to safeguard and support every child.

p.4

Leadership and governance Strong standard

Leadership and management are key to the consistently strong practice across the nursery and the positive outcomes for children. Leaders have a secure and accurate understanding of the setting's strengths and areas for development and take timely, purposeful action to drive continuous improvement. When reflecting on provision, leaders actively value the contributions of staff, children and parents, using these views alongside assessment information to inform improvements. Their ambition to improve is significant and clearly embedded across the nursery, with practice regularly reviewed and adapted. Decisions are consistently made in the best interests of children, with a strong focus on improving outcomes for disadvantaged children, those with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those facing other barriers to learning and/or wellbeing. Leaders ensure staffing arrangements are

p.4

Leadership and governance Strong standard

carefully considered. They forge highly effective partnerships with families and external professionals. Families speak positively about the nursery, describing how valued they feel and the high levels of trust they place in the leadership team and staff.

p.4

Leadership and governance Strong standard

Professional development is a significant priority, and a culture of shared learning is embedded across the team. Staff are encouraged to reflect on practice, learn from one another and continuously develop their skills. Leaders also give careful consideration to staff wellbeing and workload, creating a supportive working environment built on mutual respect. This results in a motivated and ambitious staff team that is committed to achieving the very best outcomes for children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

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

Children enjoy their learning. Activities and resources are inviting, good quality and age- appropriate. Babies giggle as they pop bubbles, developing their hand–eye coordination. Leaders have planned a broad, balanced curriculum. Children's independence develops progressively across the rooms. At mealtimes, babies use spoons and bowls, toddlers use forks and plates, and pre-school children confidently serve themselves.

p.5

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

Staff ensure every child, including children with special educational needs and/or disabilities, feels included and supported through positive, nurturing relationships. Children who face barriers to learning and/or wellbeing are well supported by knowledgeable leaders and ambitious staff. Leaders are robust in following up unexplained or unanticipated absences, ensuring the safety of the children. They are knowledgeable of the routines of the families and monitor any patterns of punctuality or absences. Strong relationships with families enable leaders and staff to work closely together, ensuring every child thrives.

p.5

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

Children's personal, social and emotional development is a clear priority, with leaders and staff working tirelessly to ensure babies and children are settled and happy. Settling-in sessions are tailored to each family, ensuring everyone feels welcomed and important. As a result, children are content, eager to learn and behave well. Families are warmly welcomed, and their contributions are valued, for example as they share photos of special trips children have undertaken with their family. Parents use ideas from the nursery to support children's play at home and speak positively about the supportive leadership team and friendly staff.

p.5

Inspector:

Kathryn Walsh Children feel safe and happy and develop positive relationships with staff and each other. Babies are supported to settle into their new routines with lots of cuddles and reassurance from the nurturing staff. Pre-school children snuggle with staff for stories in the cosy reading den. Every child is considered special. Their uniqueness is valued and supported to enable them to flourish, and this encourages them to access the curriculum in their own individual ways. Children are eager and excited to learn through the activities thoughtfully planned for them, and staff support them with kindness, understanding and secure knowledge.

p.6

Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

p.6

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.

p.6

Address:

Poplar Court, 77 Golden Hill Lane Leyland Lancashire PR25 3FF

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Sheens Nursery Limited

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8