Partou Safehands Day Nursery & Pre-School

Partou Safehands Day Nursery & Pre-School

Unique reference number (URN): EY278443 Address: Abbotsford House, 15 Kent Road, Harrogate, North Yorkshire, HG1 2LH Type: Childcare on non-domestic premises Registered with Ofsted: 05/03/2004 Registers: EYR Registered person: Safehands Day Nursery Limited

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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 work closely with parents to promote children's regular attendance. Their inclusive culture supports children's confidence, resilience and positive attitudes to learning. For example, toddlers show perseverance when trying to use a spray bottle filled with water. Older children take pride in wearing job lanyards, which gives them a sense of responsibility and belonging. This stems from children taking an interest in the lanyards staff wear. Children choose the job they want to do, such as feeding the fish, watering the herbs and taking the compost outside.

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Behaviour, attitudes and establishing routines Strong standard

Daily routines are well embedded and help children feel secure. Staff working with babies explain routines to them, such as when it is time to change their nappy. This supports children's emotional wellbeing. Staff have clear expectations for children's behaviour, which they apply consistently. They are positive role models and give children clear guidance that helps them behave well. Children demonstrate care and kindness towards one another. They cooperate, share, take turns and show empathy. Staff adapt expectations considering children's developmental stages and individual needs. For example, key people provide dedicated support for children who may struggle during group activities.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of leaders' practice. The indoor learning environment is welcoming and designed to help every child thrive. Staff meet children's individual care needs successfully. Babies benefit from nurturing, responsive interactions. Staff engage them in face-to-face play, follow their lead and build strong bonds through talking and singing. Embedded, well-organised routines support children's physical and emotional wellbeing. For instance, children welcome each other into the nursery each day. They enjoy a wide variety of healthy meals and practise brushing their teeth.

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Children's welfare and wellbeing Strong standard

Staff use stories, discussions and everyday experiences to help children understand, express and regulate their feelings. They encourage and recognise positive behaviours to build children's self-esteem. Staff teach children to keep themselves safe. For instance, they help children understand what clothes they need to play outside in cold weather. Children take managed risks during outdoor play. Leaders provide information about online safety. They work with parents to help children understand the risks of using digital technology and reduce their screen time.

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Inclusion Strong standard

Leaders' inclusive ethos ensures parents and children feel valued. They ask parents for information about home traditions and celebrations. Staff sing traditional songs with children in their home languages and use home languages during care routines to help children settle. Leaders promote links within the community. Children regularly visit a nearby care home, where they share stories and sing songs with the elderly residents, building relationships between the generations.

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Expected standard

Leaders swiftly identify children's individual needs and act promptly to reduce any barriers to learning. Leaders ensure staff working with children with special educational needs and/or disabilities and those who have adverse childhood experiences have the training they need to provide experiences that are tailored and effective. Staff also conduct their own research to ensure they have the knowledge and skills to support children. They work closely with parents and external professionals to ensure children receive coordinated help. For example, staff have designed a pack for parents that gives them detailed information about their children's condition, including strategies and resources for them to continue children's learning at home.

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Expected standard

Leaders use additional funding effectively to ensure children benefit from purposeful, well- considered strategies that accelerate their progress. For instance, puzzles linked to children's specific interests support attention and concentration.

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Achievement Expected standard

All children make positive progress from their starting points and develop the skills they need for the next stage in their learning, including those with special educational needs and/or disabilities. They participate in discussions in small groups where they share their ideas and discuss plans for the day. They repeat single words and short phrases, which they start to build into sentences. As a result, children develop effective communication and language skills. They are keen to talk about their resources, which include a shark and an octopus, and link them to the book they are reading. Children grow in confidence and independence ready for the move to school. They build social skills and establish secure friendships. They dress themselves and manage their own self-care. Children learn about climate change and how to recycle. They explain how their food waste decays and is used as compost for their herbs, which they water and care for to ensure they grow healthily.

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Curriculum and teaching Expected standard

Overall, leaders design an ambitious, broad curriculum that supports all children's positive progress from their starting points. Staff use information from parents and accurate assessments of children's progress to identify next steps in children's learning. Staff provide warm, positive interactions and use daily routines well to build children's independence and confidence. For example, children enjoy group activities where they welcome each other and discuss the days of the week and the weather. Staff share familiar stories with children. They introduce new words, such as giraffe and bamboo, to build children's vocabulary. Staff use stories to help children talk about their home lives. For instance, they discuss the nursery's pet potato and talk about the pets children and staff have at home.

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Curriculum and teaching Expected standard

Staff use sign language, physical gestures and facial expressions to convey meaning and help children communicate successfully. In general, children begin to develop their knowledge of mathematical concepts. Toddlers think about shape, size and colour. Older children consider how many cups they need for their group. However, leaders have not identified that staff do not promote early mathematics consistently across the nursery. In addition, the curriculum for outdoors is not designed well to ensure children engage in purposeful activities that enhance their learning.

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Leadership and governance Expected standard

Overall, leaders understand the setting's strengths and take prompt action to address areas identified for improvement. They make decisions in children's best interests, such as using additional funding to raise outcomes for children. Partnerships with parents are highly successful. Leaders value parents' opinions on changes and they give feedback, such as voting for employee of the month. Parents speak positively about the care their children receive. They describe staff as accommodating, warm and caring. They greatly appreciate the consistent communication they receive about their children's progress.

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Leadership and governance Expected standard

For children with barriers to learning, strong partnership working and commitment from staff to enhance their own knowledge and understanding ensure these children make rapid progress. Leaders support staff wellbeing effectively and encourage staff to undertake professional development. However, leaders do not evaluate staff practice precisely to identify all gaps in teaching or fully assess the impact of training. As a result, the teaching of mathematics and implementation of the curriculum, especially in outdoor learning, is inconsistent.

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

Children are cared for in a warm, nurturing environment where they feel safe. They are keen to join their friends in play and eager to learn. Young children quickly form secure attachments with staff, which helps them settle easily and build confidence. Across the nursery, children learn to be increasingly independent. They serve their own meals, brush their teeth and take responsibility for roles that give them a sense of pride. For example, they feed the pet fish and empty the compost bin.

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

Leaders work closely with parents to ensure children attend regularly and benefit from the educational experiences on offer. All children make positive progress from their starting points. Those who have barriers to learning benefit from targeted support, helping them make rapid progress. Children learn about feelings and emotions, such as thinking about things that make them happy or scared. They are given gentle reminders about rules and boundaries. As a result, they are beginning to manage and regulate their behaviour.

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Address:

Abbotsford House 15 Kent Road Harrogate Children build secure relationships with their peers through cooperative play. They learn to share, wait their turn and be kind.

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Address:

Children enjoy a language-rich environment. They sing familiar rhymes, share stories and engage in conversations that help them develop communication skills. Staff know children well and plan routines that support their physical and emotional wellbeing. For instance, the babies' sleeping area has been changed to provide a calmer space, which has improved children's rest. Staff also record parents' voices in their home language and play them for children to help them settle. Children develop their physical skills during play in the outdoor environment. Those using ride-on toys manoeuvre around obstacles and become spatially aware. They solve problems, such as when their wheels get stuck and they need to work out how to free their vehicle.

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Next steps

Leader should strengthen their evaluation of staff's practice, using their findings to provide sharply focused training that targets staff's individual development needs and raises the standard of teaching across the nursery to the highest level.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, the designated lead for safeguarding, 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. North Yorkshire HG1 2LH Type: Childcare on non-domestic premises

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About this inspection

Registered person: Safehands Day Nursery Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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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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