Nemo's Nursery and Pre-School

Nemo's Nursery and Pre-School

Unique reference number (URN): EY406049 Address: 4 The Grove, 25 Forest Road, POOLE, Dorset, BH13 6DQ Type: Childcare on non-domestic premises Registered with Ofsted: 06/05/2010 Registers: EYR, CCR, VCR Registered person: Hartwell, Claire

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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 Strong standard

All children make excellent progress from their individual starting points across all areas of learning. This is particularly evident in communication and language, where children become highly confident communicators who are keen to share their ideas and show respect for others who are speaking. Children, including those who are disadvantaged or have special educational needs and/or disabilities, build their skills and interests with high levels of confidence and independence.

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Achievement Strong standard

Children benefit from sensitive and precise adaptations made to the curriculum and teaching that are skilfully designed to reduce any barrier to their learning or wellbeing. Regardless of their starting points, all children are enabled to fully participate and achieve. Children show high motivation to learn, and resilience and determination when things go wrong. They show great pride in their achievements, demonstrating high levels of self-esteem.

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Achievement Strong standard

All children secure the foundational knowledge and skills they need for their next stage of learning. Where appropriate, children are prepared well for the transition to school. Families report that children settle smoothly and benefit from the setting's consistent focus on school readiness, independence and positive attitudes to learning. This helps children approach new challenges with confidence.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish a calm and positive environment with clear, consistently understood expectations for behaviour. For example, staff support children to understand simple rules and symbols as they play, using 'go' and 'stop' signs as children explore using cars, tunnels and tracks. Children understand what is expected of them and respond positively to routines that structure the day. Staff support children to manage their behaviour and emotions in age- appropriate ways, helping them to feel confident, secure and settled.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are highly respectful, nurturing and supportive. Staff model kindness and empathy, helping children to feel secure and valued. For example, children who choose to observe play are respected and encouraged and invited to join in when they feel ready. This approach supports inclusion, confidence and engagement in learning. Children learn to collaborate, take turns and resolve minor difficulties with increasing independence. They show growing confidence in expressing their needs and feelings appropriately.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established and adapted thoughtfully to reflect children's age, stage of development and individual needs. This supports children to develop confidence and responsibility, particularly during transitions and self-care routines. Children respond positively to these expectations and increasingly manage aspects of their day independently. Leaders promote the importance of regular attendance and punctuality through supportive work with families. Staff are sensitive to individual circumstances and work flexibly to reduce barriers where needed.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted highly effectively through consistent and responsive care practices. Staff know children extremely well and respond sensitively to their individual needs. This ensures children feel safe, supported and cared for throughout the day. Staff remain attentive to children's emotional cues and respond promptly when reassurance is needed. For example, children select which group to join based on the story being shared, allowing them to work with different staff and reinforcing that their preferences are valued.

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Children's welfare and wellbeing Strong standard

Secure and trusting relationships are evident across the setting. Babies and young children form extremely close attachments with their key staff, which helps them form emotional security and confidence to explore. Older children continue to benefit from these relationships as they develop independence and manage new experiences with increasing assurance.

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Children's welfare and wellbeing Strong standard

Staff ensure children develop an in-depth understanding of healthy choices, personal safety and physical development through everyday routines and meaningful conversations. For example, when using equipment, staff reinforce safety by explaining how it should be used and stored. Children are encouraged to recognise and express their emotions, with adults consistently providing calm reassurance and guidance. This helps children to develop high levels of confidence in managing their feelings and interactions with others.

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Children's welfare and wellbeing Strong standard

Routines for eating, resting and sleeping are well established and flexible enough to meet individual needs. These nurturing practices support children's emotional wellbeing and help them to develop healthy habits that underpin learning and development over time.

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Curriculum and teaching Strong standard

Leaders demonstrate a robust understanding of the quality of the curriculum and teaching. They consistently make well-judged decisions to refine practice so that the curriculum always remains responsive to children's starting points, interests and stages of development. Staff use assessment effectively to regularly review what children know and can do. This information is used proactively to adapt teaching so that learning builds progressively over time within a well-sequenced curriculum. This enables all children to secure in-depth knowledge and skills before moving on. Staff place a clear emphasis on communication and language across all areas of learning. They consistently use high-quality purposeful interactions to extend children's vocabulary, support critical thinking and encourage children to express themselves with confidence. Mathematical language and concepts are thoroughly embedded naturally within all play and

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Curriculum and teaching Strong standard

routines. For example, staff support children to develop a secure understanding of number, use the language of size and teach children the concept of time through routines.

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Curriculum and teaching Strong standard

Children's physical, personal, social and emotional development are prioritised from the earliest age. For example, activities are purposefully positioned on table tops and in trays to encourage younger children to develop core strength, balance and coordination while standing. Staff skilfully adapt teaching approaches so that experiences remain accessible and appropriately challenging for all children, including those who face barriers to learning or wellbeing.

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Inclusion Strong standard

Leaders identify children's individual needs promptly and accurately, drawing on regular information gathered from families, observations and professional knowledge. They use this information to build a precise understanding of children's starting points and any barriers that may affect learning or wellbeing. For example, the settling-in process is carefully adapted to meet children's individual needs and help ensure children feel safe and secure from the start.

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Inclusion Strong standard

Staff make well-thought-out adjustments to routines, environments and interactions to ensure children who need additional support are fully included. This helps children to participate confidently in daily experiences and learning opportunities. For example, staff use pictures and visual prompts to help children to communicate their feelings and needs where they are not yet able to do so verbally. Leaders meticulously monitor children's progress and regularly review the interventions that have been put in place. They check they are having the desired impact and adapt approaches as needed to ensure the precise support is provided to children at the right time.

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Inclusion Strong standard

Staff receive bespoke, targeted guidance and training so they are extremely confident in supporting children with additional needs. Leaders work closely with families and external professionals to ensure support is coordinated and acutely focused on improving outcomes. This collaborative approach helps to ensure that all children, particularly those with special educational needs and/or disabilities, make significant progress and are ready for the next stage of their education,

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Inclusion Strong standard

Leaders identify barriers beyond additional needs or disadvantage. For example, they support older children who may have limited experience of building peer relationships to develop confidence and social skills in preparation for their next stage of learning. As a result, children who face barriers participate positively alongside their peers.

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Leadership and governance Strong standard

Leadership is purposeful and well established. Leaders demonstrate an in-depth understanding of the setting's strengths and priorities and use this insight to sustain secure improvement. They communicate clear expectations to staff and ensure that agreed priorities are understood and implemented consistently. Leaders pay careful attention to staff workload to help ensure a good work-life balance.

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Leadership and governance Strong standard

All decisions are rooted in children's best interests, particularly for those who face barriers to learning or wellbeing. Leaders evaluate the impact of their actions and refine practice where needed to ensure improvements are embedded and sustained over time. Appropriate and timely training is provided for staff to ensure they have the skills they need. Any additional resources needed to address identified barriers are provided.

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Leadership and governance Strong standard

Leaders provide robust oversight and maintain a clear focus on children's outcomes and quality of provision. Leaders prioritise staff's wellbeing through thoughtful deployment, regular coaching and an open culture where concerns are addressed promptly. Leaders source targeted continuous professional development for staff that strengthens expertise and secure the consistent delivery of high-quality education and care. Leaders work closely with families and external partners to ensure that support for children is collaborative, timely and responsive, contributing to positive experiences and outcomes.

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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

Children arrive happily and settle quickly into calm, familiar routines. Staff greet children warmly and support them to start the day at their own pace. Children develop a secure sense of belonging through close relationships with staff who know them well and respond sensitively to their needs. This is particularly evident for younger children and those who need additional reassurance.

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

Children enjoy learning and engage with interest and curiosity. They explore a wide range of activities that encourage investigation, imagination and sustained concentration. Staff encourage children to talk about their play, make choices and solve problems. This helps them to develop confidence and independence. The nursery is thoughtfully adapted to encourage children who are less confident physically to explore the environment and resources independently. Children persevere with challenges, such as managing self-care routines and trying new physical skills.

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

Children benefit from consistent routines that promote emotional wellbeing and readiness to learn. These routines support children to understand what is expected and help them to feel secure. Staff support children to develop independence thoughtfully, including during arrivals, mealtimes and transitions between activities. Children respond positively to these expectations and increasingly manage simple routines for themselves.

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

Leaders and staff reduce barriers for children who need additional support. They adapt routines, environments and interactions so that all children can participate fully alongside their peers. For example, staff model expected behaviours during routines to help children with limited speech to understand what is happening next. Staff work closely with families to ensure children experience continuity between home and the setting, which supports confidence and emotional security. Staff work closely with families to encourage children's regular attendance, ensuring that all children have access to the full curriculum.

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Inspector:

Chris Langdon-Casey Children show they feel safe, valued and confident. They build positive relationships, enjoy learning and make progress from their starting points. All children are developing the knowledge, skills and attitudes they need for their next stage of learning.

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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 those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with families, leaders, staff, a special educational needs coordinator, 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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Address:

4 The Grove 25 Forest Road POOLE Dorset BH13 6DQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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Address:

Local authority: Bournemouth, Christchurch & Poole

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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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