Free Spirits Nursery

Free Spirits Nursery

Unique reference number (URN): 319181 Address: Freeman Hospital, Freeman Road, High Heaton, NEWCASTLE UPON TYNE, NE7 7DN Type: Childcare on non-domestic premises Registered with Ofsted: 30/11/1999 Registers: EYR Registered person: The Newcastle upon Tyne Hospitals NHS Foundation Trust

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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

Children, including those who are disadvantaged or face barriers to their learning, make rapid progress from their starting points. They settle happily and are eager to take part in activities. Children develop their physical skills through many opportunities to play outdoors. For example, they make marks with chalk on a board and explore cause and effect when they press a lever on a water bottle to create a spray. Children enjoy the closeness of sharing a book with a member of staff. They become increasingly self-assured, build friendships and learn how to manage their feelings. Children's interests are deeply engaged, and they concentrate well on their chosen activities. This helps them develop the skills they need to be ready for school. Children also develop important self-care and independence skills. Older children gain confidence in holding conversations with each other and with visitors. Babies show early progress in their interactions and emerging language skills.

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Achievement Strong standard

Across the setting, all children develop the confidence to express their needs and ideas.

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Behaviour, attitudes and establishing routines Strong standard

Staff have high expectations of children's behaviour and act as positive role models through their sensitive and nurturing approach. This consistent practice is evident throughout the nursery. Staff support children to understand their feelings and emotions through discussions, stories and gentle guidance about sharing. They teach children the importance of kindness and considering others. Staff also adapt their approaches to meet the needs of children at different stages of development, ensuring that strategies are closely matched to each child.

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Behaviour, attitudes and establishing routines Strong standard

There is a calm and welcoming atmosphere in the nursery. Children engage happily in their activities and are keen to share their experiences with staff. For example, babies show delight when they look down a tube to find where a member of staff has placed a ball. Toddlers eagerly mix ingredients to make 'soup' and proudly share what they are doing. Children build positive relationships with both staff and each other, helping them feel safe and secure. Children's attendance is monitored effectively. Parents are informed about the importance of regular attendance when their child first joins the nursery and are encouraged to keep leaders and staff updated about any absences. This supports all children, including those who are disadvantaged and those with special educational needs and/or disabilities, to attend consistently and stay engaged in their learning.

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Children's welfare and wellbeing Strong standard

Leaders have created an inclusive environment where children receive sensitive, consistent care that helps them feel fully included. Settling-in visits are tailored to each child's needs, enabling them to settle well and build close relationships with staff. Visits to the next room support a smooth transition. Staff work closely with parents to ensure that children feel safe and secure in the nursery. For example, parents provide photos from home for children to look at and talk about, which helps comfort those who may feel a little sad. Supportive staff ensure that children can rest or sleep safely. Babies are monitored every 10 minutes. Staff work with parents to settle children in a way that meets their individual needs. For instance, if a child needs rocking, they are soothed to sleep in a pushchair. Staff also teach children about health and wellbeing. Children wash their hands before meals and

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Children's welfare and wellbeing Strong standard

learn when to use a tissue for a runny nose. Staff promote the regular drinking of water. Babies happily pause their play to have a drink. Staff also encourage outdoor play in all weathers and teach children the importance of being active. Children are supported to recognise and manage their emotions and behaviour.

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Curriculum and teaching Strong standard

Leaders have worked hard to ensure that the curriculum is inclusive and of a high quality. They review it each term to evaluate what has gone well, identify challenges and consider where improvements can be made. Staff regularly assess children's progress to ensure that learning builds progressively on what children already know and can do. This also enables staff to identify any gaps or barriers to learning and respond swiftly. Children with special educational needs and/or disabilities are supported through individual plans that are reviewed regularly and thoroughly to monitor their progress.

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Curriculum and teaching Strong standard

Communication and language development is a strong focus throughout the nursery. Staff introduce new vocabulary and use sign language to support children, including those who are non-verbal. They have clear learning intentions for each child and skilfully apply these during activities. For example, when babies play with puppets and dolls, staff help them to develop their communication and language skills. Mathematical development is strengthened through practical experiences. For instance, in the pre-school room, 2 helpers are chosen at lunchtime. When it becomes clear that not all children have a cup, children are encouraged to work out how many more are needed. Children's emotional wellbeing and physical development are also given high priority.

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Inclusion Strong standard

Leaders and staff have a strong understanding of children's needs. They rigorously monitor children's progress in learning and development, which helps them identify each child's individual needs. Where additional support is required, leaders and staff work closely with parents and other professionals to provide tailored assistance. Progress is reviewed regularly, resulting in a positive impact on children's care and development. Children with special educational needs and/or disabilities receive targeted support that meets their individual needs and enables them to make sustained progress. Staff also make effective use of available funding to ensure that all children, including those who face barriers to learning, are included. For example, funding is used to provide one-to-one support for children in the nursery and during outings, helping them get the most out of their learning. The staff team is committed to undertaking training that enhances its work with children.

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Inclusion Strong standard

Leaders provide in-house training based on the early years foundation stage, which has strengthened the consistency of curriculum delivery across the nursery. Staff have a clear understanding of children's next steps in development and adapt activities so that all children can participate and succeed.

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Leadership and governance Strong standard

The highly enthusiastic leadership team is committed to driving excellence. Leaders continually review how well the nursery operates and make plans for improvement. Leaders work closely with staff and parents to gather their views and make positive changes. For example, after consulting parents about the meals provided, they adjusted how often the menus are rotated. Leaders also evaluate what children enjoy or are less keen on, so they can make changes when needed.

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Leadership and governance Strong standard

Leaders and staff work closely with other professionals to support children with special educational needs and/or disabilities. Staff form extremely positive partnerships with parents, who speak very highly of the care and support their children receive. Parents are kept regularly updated about their children's development, which helps them continue their learning at home. Parents described the nursery as feeling like 'leaving their children with family' and praised the support given when children experience delays in development. Many staff are long-serving members. Staff wellbeing is prioritised so they can be at their best for the children they care for. Professional development is also given high priority, with in-house training focused on strengthening staff expertise and ensuring the curriculum reflects leaders' ambitions for children.

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

Staff are passionate about the care they provide for children. They place children's best interests at the centre of everything they do and know them extremely well. Staff assess children's starting points and quickly identify any barriers to learning. They work closely with parents to secure the support each child needs so they can develop and thrive. Children's communication and language development is supported exceptionally well throughout the setting. For example, pre-school children are encouraged to explain what they are doing when playing in the mud kitchen. Staff repeat children's words to reinforce correct pronunciation. Sign language is used throughout the nursery, which is particularly beneficial for children with delayed speech and language. During singing sessions, for instance, children join in with the signs as well as the words. These inclusive approaches ensure that children with special educational needs and/or disabilities participate fully and thrive.

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

Children become deeply absorbed in activities. For example, babies use spoons to pick up coloured spaghetti and transfer it to bowls, helping them learn how to feed themselves. Children across the setting show a strong interest in books, choosing to look at them independently, with staff or in groups. Staff read with great expression, and children eagerly join in, remembering repeated phrases from familiar stories. Children feel safe and develop

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Address:

Freeman Hospital, Freeman Road High Heaton NEWCASTLE UPON TYNE NE7 7DN

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Address:

Type: Childcare on non-domestic premises positive relationships with staff and each other. Staff help them learn how to share resources and manage their feelings. For instance, children sing a welcome song and share how they are feeling that day. Younger children learn about emotions through stories and singing. Staff provide meaningful opportunities for children to join in, build confidence and experience success at their own pace, supporting their growing independence. Leaders help parents understand that regular attendance supports children's emotional security, learning and progress.

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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 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.

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About this inspection

The inspector spoke with leaders, staff, parents 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. Registration date: 30/11/1999

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About this inspection

Registered person: The Newcastle upon Tyne Hospitals NHS Foundation Trust

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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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

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 .

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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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