Green Hedges Day Nursery

Green Hedges Day Nursery

Unique reference number (URN): 400109 Address: 13 Crown Crescent, Scarborough, North Yorkshire, YO11 2BJ Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2000 Registers: EYR Registered person: Kids & Co. (Scarborough) 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.1

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.1

Behaviour, attitudes and establishing routines Expected standard

Staff plan activities that children find enjoyable and fun. For example, older children patiently wait their turn to choose items from a bag and think of the beginning letters. Staff carefully plan activities so that all children can access and take part in the experiences on offer, which promotes inclusive practice effectively. For example, staff provide activities on table tops and on the floor. Leaders set high expectations for children's behaviour and attitudes to learning. Staff model how to take turns and listen to others as they play and explore. They consistently implement strategies to support children's positive behaviour. For example, they give children continuous encouragement and praise for their achievements. This helps children to behave well and engage positively in the activities on offer.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff monitor attendance carefully. They work with parents when children are late or struggle to attend the setting. Leaders ensure that all children, including children with special educational needs and/or disabilities and those facing barriers to learning, have the support they need to benefit fully from daily routines and learning.

p.2

Inclusion Expected standard

The nursery promotes an inclusive culture where all children, including those with special educational needs and/or disabilities, are supported well. Staff recognise children's emerging needs and put strategies in place to support them. Leaders and staff know the children and their families well. They use funding to increase staff ratios to provide focused support for children through targeted one-to-one sessions. In addition, they purchase purposeful resources linked to individual targets, for instance outdoor play equipment. Staff monitor children's progress well.

p.2

Inclusion Expected standard

Leaders show strong commitment to giving every child the best chance to succeed. They work with parents to help their children to receive the additional support they need. Staff receive ongoing training, which strengthens their confidence in tailoring support and ensures consistency across the team. Staff support children's communication and language skills. They use sign language and visual supports to help all children understand and express themselves.

p.2

Achievement Needs attention

All children generally make some progress from their starting points. However, staff and leaders have not put in place an ambitious curriculum that precisely targets the needs of individual children. As a result, some children are not supported to make sustained progress and reach their developmental goals. Nonetheless, leaders value children's development across all areas of learning and provide activities that offer experiences children might not otherwise have. For example, children perform puppet shows and enthusiastically role-play visiting the post office. Children show curiosity and engagement in some areas, such as during sensory experiences with dough and water or when using balancing and climbing equipment outdoors. These activities help them develop physical skills and explore creatively. Overall, children are supported to be ready for their future transitions to school.

p.2

Children's welfare and wellbeing Needs attention

There is a secure key-person system in place, which helps children develop secure relationships. Staff work closely with all children and find out about their individual needs from parents when children first start. This ensures continuity of care and emotional support from the beginning. Staff know children well and understand how to support their individual needs. Staff teach children to recognise and talk about their feelings. They engage children in conversations that help develop social skills and relationships with others.

p.3

Children's welfare and wellbeing Needs attention

Staff place a strong emphasis on promoting healthy lifestyles. The nursery cook prepares nutritious, well-balanced snacks and meals, supporting children's understanding of healthy eating. Children's allergies and intolerances are carefully considered to help keep children safe. Staff involve children in self-care routines, such as washing their hands and making healthy choices at mealtimes. However, staff do not always implement hygiene practices effectively. For example, staff do not consistently teach children to wash their hands before they eat or brush their teeth. This limits children's understanding of good hygiene routines. Nonetheless, care routines, including appropriate supervision during eating and sleeping, are implemented effectively. This helps to support children's safety and emotional wellbeing.

p.3

Curriculum and teaching Needs attention

Staff plan experiences that support children's development overall, helping children to form positive relationships, manage their feelings and develop confidence. However, the curriculum that staff plan does not always ensure that children sequentially build on what they already know and can do.

p.3

Curriculum and teaching Needs attention

Nonetheless, staff adapt teaching to meet children's individual needs, including those with special educational needs and/or disabilities. Staff embed early mathematical concepts into play, encouraging children to count and compare quantities. Children develop their finer physical skills as they squeeze pipettes and scoop water from one place to another. These experiences also support children to work with others, take turns and build confidence in their learning. Staff support children's early language skills and help them make meaningful connections in their learning.

p.3

Curriculum and teaching Needs attention

Younger children develop physical skills well through a wide range of engaging activities. For example, babies have opportunities to crawl, roll and pull themselves up onto furniture. These experiences support children to become physically confident and prepared for future learning.

p.3

Leadership and governance Needs attention

Leaders have some systems in place to help them identify areas for improvement. However, these are not yet fully effective. Leaders have not identified the inconsistencies in the curriculum, particularly around how they enhance and extend children's learning further.

p.4

Leadership and governance Needs attention

Leaders have some plans in place to improve their practice. For example, they plan to put staff on further training courses, such as beach school training.

p.4

Leadership and governance Needs attention

Leaders ensure that staff complete useful training, such as on safeguarding and special educational needs and/or disabilities. Funding is used appropriately to promote inclusion and support learning. Leaders provide staff with ongoing guidance and advice. Staff receive regular supervisions and receive support to help them to continue to develop in their roles. Leaders and staff value parents as partners in their child's learning and education. This goes some way to helping children make progress. However, sharing information with parents and other settings about children's development is not consistent for all children. This does not fully support the continuity of care and learning for some children.

p.4

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

Children are happy, safe and well cared for in this nurturing environment. They are settled and confident. Children's transitions from room to room are carefully planned and supported. Staff gather information from parents when children start, and they use this knowledge to create opportunities that support and extend children's learning. For example, they offer outdoor learning opportunities and children benefit from daily fresh air. Children enjoy walks out of nursery to visit places in the local community, such as the beach.

p.4

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

Staff greet children and their families, providing reassurance and helping them feel valued. Children eagerly join their friends for the morning group activities, where staff play games and sing songs. Children are curious and enjoy exploring the varied experiences available to them, such as ice and water. Staff describe textures, colours and animals as children explore. Staff repeat words and speak clearly. Opportunities such as these support children's early language skills. However, staff do not consistently plan and implement a curriculum that is ambitious and well sequenced to help children make secure progress overall.

p.4

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

Staff work closely with other professionals, such as physiotherapists and speech and language therapists. They provide targeted support, particularly for children with special educational needs and/or disabilities and those in receipt of funding. This helps to ensure

p.4

Inspector:

Kerry Holder that children's needs are met both in the nursery and at home. Leaders ensure that parents are aware of the importance of attendance. However, not all parents benefit from shared information about children's education. In addition, staff have not established relationships with other settings that children attend.

p.5

Inspector:

Children develop their independence skills. For example, they learn to put their coats on to go outside. These skills help to prepare children for their eventual move to school. However, staff do not always implement hygiene practices effectively. For example, they do not help children to consistently follow good handwashing routines.

p.5

Next steps

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

p.5

About this inspection

The inspector spoke with leaders, staff, parents and the special educational needs coordinator during the inspection.

p.5

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.5

Address:

13 Crown Crescent Scarborough North Yorkshire YO11 2BJ

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Kids & Co. (Scarborough) Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.7

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7