Hunsdon House Garden School

Hunsdon House Garden School

Unique reference number (URN): EY316340 Address: 12 - 14 Osler Road, Headington, Oxford, Oxfordshire, OX3 9BJ Type: Childcare on non-domestic premises Registered with Ofsted: 15/12/2005 Registers: EYR, CCR, VCR Registered person: Angeleri, Helle Helga

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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

Children who speak English as an additional language receive high-quality teaching and quickly develop into fluent talkers. Children share their ideas and opinions coherently and this enables them to make sense of the world. They reflect on things they have previously learned, such as identifying the names and colours of birds and what scientists might do in their work. Children's positive individual learning and development progress is clear. Children are physically skilled. They competently climb up and hang from bars to use their energy purposefully in preparation for the day ahead. Overall, children are developing their social skills and showing a readiness for their future learning, such as sustaining their attention when completing tasks and having an inquisitive nature.

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Curriculum and teaching Expected standard

Staff provide children with a tremendous amount of freedom in their play. The fluid and flexible curriculum encourages their good engagement. Staff encourage children to choose from a range of resources that help them to understand about complicated ideas, such as addition and subtraction, letter formation and weight and measure. Circle time provides children with an opportunity to learn together and this is managed well by staff. Leaders sing songs in different languages, showing children that they value their home languages. Staff stimulate children who learn more than one language to become proficient in English and have a broad vocabulary. When they hear a word they do not recognise, staff explain this and children are quickly able to apply it in context, showing their swift capacity to understand new learning. Outdoors, staff provide children with opportunities to swing, climb and play ball games, which all help them to develop and strengthen their core muscles, balance and

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Curriculum and teaching Expected standard

coordination. Staff recognise children's good progress and identify areas where children might need extra support. In doing so, they ensure that children receive the support they need in a timely manner.

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Inclusion Expected standard

Leaders' effective review of children's development means they recognise when they are not making progress as expected and staff target their teaching to support these areas. Staff understand what might be a barrier to children's good achievement, such as when they

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Needs attention

speak English as an additional language. Staff model language well, explaining to children in a straightforward manner. During story times, staff choose fiction and non-fiction books and their lively reading engages children. Close working with families and other professionals helps to build a supportive, consistent team. Staff can identify when children need extra support in their learning.

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Behaviour, attitudes and establishing routines Needs attention

Although staff encourage children's good behaviour, sometimes their attempts at conflict resolution are not well matched to children's emotions and feelings at the time. For example, after confrontations, staff encourage children to cuddle each other to apologise. Sometimes, this is not appropriate, and children find it difficult to control their responses, so the cuddle turns into further confrontation. Children show they have not been adequately supported to regulate their emotions as they repeat the unwanted behaviour. This has a negative impact on other children's experiences.

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Behaviour, attitudes and establishing routines Needs attention

Children know the familiar routine at the nursery school and follow it readily. This encourages them to feel secure and settled. The provider puts a great deal of thought into ways they can encourage children's good attendance. There is a flexible start to the day, and flexibility in what sessions children may attend. The provider recognises that this helps to supply parents with childcare that meets their demanding schedules and, consequently, children's attendance is extremely good.

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Children's welfare and wellbeing Needs attention

Staff do not routinely ensure that the risk assessments to keep the environment safe are consistently applied. Consequently, on occasion the nursery premises are not secure, for example the garden gate is left unlocked and the mobile telephone policy is not known and understood by those entering the nursery. Support for children's behaviour does not consistently encourage them to find ways to regulate their emotions and moderate their behaviour.

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Children's welfare and wellbeing Needs attention

Children sit together while eating at mealtimes under the close supervision of staff. They sleep in a quiet, cosy room and staff supervise them to check on their wellbeing and safety. Children are confident and know when they do well. They describe themselves in positive terms, such as being a 'clever clogs'. They show high levels of self-esteem and are willing to try new things and test out what they can do, such as climbing on equipment. The provider encourages an extended settling-in period for children when needed. Staff work closely with parents and families to determine how best to help children to settle. The nursery school deliberately has a small group of children attending and this helps staff to get to know them and their individual needs well. Children show close attachment to the staff who care for them. The daily routine meets the needs of young children.

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Leadership and governance Needs attention

Overall, the provider has made significant progress in addressing the weaknesses identified at the previous inspection. However, they are not sufficiently alert to weaknesses in the application of risk assessments and are not fully clear on ways to support children's behaviour effectively. Staff have undertaken recent training that has had a positive impact on their knowledge and skills. They are continuing to develop their confidence in delivering the curriculum and leaders provide them with mentoring and encouragement.

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Leadership and governance Needs attention

Leaders responsible for safeguarding are fully aware of their roles and responsibilities. They now ensure that all staff are clear on what action to take if they have a concern about children's wellbeing. Parents are fully informed about the curriculum and the intention for what and how children learn.

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Leadership and governance Needs attention

Parents choose the setting because of its flexible approach and praise staff for their kindness and welcoming approach. Staff work effectively together and share a strong commitment to continually improve. The provider works cooperatively with the local authority to conduct thorough reviews of the setting.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

The nursery has a unique, cosy feel. The curriculum is equally unique, drawing together a combination of different theories and approaches to provide children with a bespoke learning experience. Children energetically arrive at the nursery and immediately start to get involved with activities. There are ample opportunities for children to play physically, encouraging them to expel excessive energy and strengthen their muscles. This contributes towards them later feeling ready to concentrate at more complex activities.

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

The balance of teaching and purposeful resources encourages children to explore complicated mathematical ideas, such as shape, size, measurement and numbers in fun ways. Children show high levels of engagement and persevere with their chosen tasks. Many children exceed expectations for their age in their communication and language skills. They are competent and confident talkers, who engage in meaningful conversations with staff and each other throughout the day. Staff focus on supporting children who speak English as an additional language to build up their confidence in talking. Staff are competent in identifying when children's development does not meet an expected pattern and seek swift support from professionals.

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

Children really take the lead in their learning. Staff follow their interests in an encouraging and supportive manner. Overall, children play together well although, sometimes without good support, their behaviour hinders learning. Children understand about how to use equipment safely and are supported well by staff. Staff continually supervise children, but occasional lapses in vigilance in ensuring risk assessments are adhered to compromises measures in place to help keep children safe.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with leaders, practitioners 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:

12 - 14 Osler Road Headington Oxford Oxfordshire OX3 9BJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Angeleri, Helle Helga

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00

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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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