Green Lane Nursery and Childcare

Centre

Unique reference number (URN): EY252401 Address: Green Lane, Barnard Castle, DL12 8LG Type: Childcare on non-domestic premises Registered with Ofsted: 10/03/2003 Registers: EYR, CCR, VCR Registered person: Green Lane Nursery and Child Care Centre

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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

Leaders and staff provide a positive environment that fully supports children's personal, social and emotional development. Staff support children to manage and recognise their emotions from an early age. For instance, toddlers are keen to participate in yoga sessions and know how to start the sessions. Staff help them to remember when to use the breathing strategies during their play, which helps them to stay calm and focused. Staff encourage children's self-awareness and resilience by encouraging them to persist with tasks and collaborate. Leaders place the utmost priority on children's attendance. This promotes the best possible standards for children's attendance to ensure they reach their full potential.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate an excellent attitude to learning and their behaviour is consistently exemplary. Staff are skilled at helping children with any emotional struggles and children benefit from clear, consistent boundaries and expectations. Children are enthusiastic and proud of their achievements. They develop excellent levels of focus and concentration, beyond the typical expectations for their age. For example, older children use the resources in the mark-making area independently. They practise their early writing skills and show staff how they have formed the letters in their name. Staff respond with high levels of praise, which match children's enthusiasm. Children gain confidence in group participation, develop social skills and are encouraged to express themselves.

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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's safety and good health. For instance, they teach children about making healthy food choices from a young age and talk to children about how food helps us to 'grow big and strong'. Parents are supported to provide healthy packed lunches. Leaders and staff have a robust process for managing children's allergies in the nursery. Staff discuss the importance of attending dental appointments and help families to find a dentist to register with. This has had a positive impact on oral health in the community. Young children learn how to stay safe in the environment. They show awareness of risks as they practise road safety skills and tell staff when it is safe to cross the road. Older children show an understanding of how to use resources safely and manage appropriate risk for themselves. Staff support children to explore and express their emotions through structured

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Children's welfare and wellbeing Strong standard

activities, such as identifying feelings and reading stories. Children show that they feel safe with staff and build strong bonds with them. They know who to go to if they need help and staff provide reassurance for children. Young children and babies settle in swiftly and quickly form relationships with their key person. Staff support children as they move through the nursery and ensure children are emotionally prepared to move on. Staff make regular adjustments to ensure they meet children's changing circumstances and routines. They work closely with other medical professionals involved with children and follow detailed care plans to ensure children's care and health needs are consistently managed. The setting seeks and listens to the views of parents on children's sleeping arrangements. Staff diligently check sleeping babies.

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Inclusion Strong standard

Leaders and the staff team know children extremely well. They build trusting relationships with families and gather detailed information about children's development when they first start at the nursery. This enables them to have sensitive discussions swiftly and identify the areas children may need support in. Staff recognise when families have barriers to supporting their children's learning. They swiftly make adaptations to how they communicate with children and ensure every parent is valued and included in their child's development. Leaders talk to parents and other professionals to decide on the best way to use funding. This has a positive impact for the individual child because children will receive targeted support and experiences to help them make timely progress.

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Inclusion Strong standard

Staff use a range of assessments to help children understand the exact type of support children need. For example, leaders have recently attended training to use specific assessments of children's speech, understanding and listening skills. This has helped them to target support on specific areas of children's language development. Children with identified delay benefit from support from staff and other professionals. Staff work hard to ensure they implement detailed and comprehensive support plans for children, and regularly share these with everyone involved with the child. This promotes consistency and helps to close gaps in children's learning quickly.

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Leadership and governance Strong standard

Leaders demonstrate high levels of commitment and are passionate about making changes, which continually develop and improve the provision for children and families. They evaluate the provision effectively, regularly reviewing what is working well. Since the last inspection, leaders have supported staff to develop their skills in providing safe sensory play for young children and helped staff to consider how they are deployed across the nursery. Staff and children benefit from highly effective communication that promotes children's safety.

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Leadership and governance Strong standard

Staff are highly experienced and well qualified. They benefit from a range of opportunities to access professional development, and they say they feel valued by leaders. Staff report high levels of wellbeing and demonstrate they are a strong, well-established team. This has a positive impact for children as they are surrounded by a respectful and empathic environment.

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Leadership and governance Strong standard

Leaders and staff understand how to meet the needs of the children and families who attend. They have a positive impact on the local community and complete 'acts of kindness'.

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Expected standard

For instance, children visit the old people in the local care home and take donations to the food bank. Parents feel the staff go above and beyond to help their children thrive. They are very happy with how well prepared they are to move on to school and how staff have closed gaps in children's learning though effective partnership working.

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Achievement Expected standard

All children make timely progress in relation to their starting points, particularly in their communication and language development. Babies show consistently high levels of engagement during singing and stories. They listen, observe and copy the actions. Children contribute to circle times by choosing their favourite songs and answering questions posed. Children with special educational needs and/or disabilities and those that face other barriers to their learning are making progress from their starting points.

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Achievement Expected standard

Children are learning the skills that they need to be well prepared to start school. For instance, older children show high levels of concentration as they work with staff to operate the sewing machine. They listen with interest to stories and can communicate their thoughts and ideas effectively.

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Achievement Expected standard

Children listen to staff when they ask them to join together for large-group activities. However, there are inconsistencies in staff practice and the quality of interactions with children. For example, children spend long periods of time engaged in independent play. During these times, some children are not fully supported by high-quality interactions to make the progress of which they are capable.

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Curriculum and teaching Expected standard

Leaders consistently review and evaluate the effectiveness of the curriculum for the children. Staff participate in training and implement changes in their room, such as adapting the layout or curriculum to further support children. For instance, staff have created resource baskets for children to explore and play with independently. Staff encourage children to lead their own play and make choices about how they would like to learn.

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Curriculum and teaching Expected standard

Children show skills across every area of their learning. For instance, young children and toddlers begin to make marks with chalks and staff regularly use mathematical and positional language as children play. Staff use familiar books with all children, and they begin to develop a love of stories. Young children enjoy exploring the sensory pots with twigs and snow, while toddlers go on a bear hunt in the local woods to see how many bears they can find. Staff regularly use the local area and books to teach children about their own community. For instance, older children point out the recognisable landmarks in Durham through a story. However, there is scope for staff to plan even more experiences to deepen children's knowledge and understanding of the wider world around them. Staff support children to develop positive personal, social and emotional skills. They help children to learn how to share and take turns and teach them about how they are feeling

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Curriculum and teaching Expected standard

from a young age. Children show confidence and high levels of self-esteem. They are keen to express themselves and show they feel safe with staff. Staff evaluate the curriculum continuously, observing how children respond and identifying areas to adapt their teaching. For example, they listen carefully and adapt questioning to match each child's level of confidence, celebrating every contribution.

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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

Staff are kind, caring and nurturing towards children. They know children extremely well and provide tailored care to meet each child's individual needs. Staff are aware of children's family life and provide interesting activities, which broaden their experiences. For example, staff know that most children attend the nursery every day while their families are at work. Staff, therefore, plan outings into the local community for children to experience using public transport and walk to the local library and museum. Children show enjoyment in their learning. They are keen to join in with activities and benefit from regular group times that focus on supporting their communication and language skills. Families are aware of the importance of regular attendance. Leaders adjust and make adaptations to the days and times of the sessions to meet children's and families' individual needs.

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

All children thrive in the nursery and make good progress across all areas of their learning. Staff swiftly identify any areas, where children need further support and are skilled at working with parents to help children. For instance, leaders have recognised that many children start school without being able to use the toilet or manage their own self-care. They have included this as a priority in their curriculum and have spoken to parents about developing children's handwashing skills and the ability to pull up their own trousers from an earlier age.

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

Children are well prepared for the next stages in their learning, including starting school. They show high levels of self-confidence and independence. Staff help them to achieve this from an early age and children benefit from sequenced, consistent routines, which become part of their daily practice. For instance, the youngest children learn to use cutlery independently and staff talk to them about making healthy choices. Children's behaviour at the table is excellent and they demonstrate advanced social skills for their age.

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Next steps

Leaders should support staff to extend children's learning even further, particularly older children in the pre-school room. Leaders should extend ways to include the wider world in the curriculum to help children build an awareness beyond their own community.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Green Lane Nursery and Child Care Centre

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

The inspector spoke with leaders, practitioners and children 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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