St Vincent's Nursery

St Vincent's Nursery

Unique reference number (URN): EY343794 Address: St. Vincents Primary School, Orchard Road, ALTRINCHAM, Cheshire, WA15 8EY Type: Childcare on non-domestic premises Registered with Ofsted: 20/11/2006 Registers: EYR, CCR, VCR Registered person: St. Vincent's Primary School Governing Body

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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 achieve consistently well across all areas of the curriculum. Staff establish accurate starting points, enabling them to sequence learning carefully and build securely on what children already know and can do. From the earliest stages, communication and language are prioritised. Children confidently use ambitious vocabulary throughout the day. For example, during role play, they comment, 'The tiger has made a mess,' drawing on their enjoyment from the earlier story of 'The Tiger Who Came to Tea'. This is a result of the daily, purposeful conversations that are embedded within routines across all age groups.

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Achievement Strong standard

Staff are highly skilled in recognising when children need extra help. They respond swiftly, allowing children to build resilience and perseverance. Children receive targeted support through small groups or tailored sessions when required. This personalised approach ensures that all children overcome barriers and achieve well from their starting points. As a result of this, all children are well prepared for their next stage of learning.

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Children's welfare and wellbeing Strong standard

Leaders and staff create a safe space for children to feel happy and secure. Staff create a balance of structured activities and opportunities for children to explore freely. This nurtures children's sense of awe, wonder and curiosity. For example, with close supervision, children confidently climb the ladder to pour water from a height, showing both confidence and an emerging understanding of how to keep themselves safe.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing take priority for leaders and staff. They promote this consistently through thoughtful care practices and a culture that values each child's individuality. The key-person system is an overall strength. It enables children to form secure, positive attachments with trusted adults. Staff build responsive, nurturing relationships that ensure children's unique needs are understood and met effectively. Disadvantaged children and those with special educational needs and/or disabilities benefit from carefully targeted support that enables them to thrive.

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Children's welfare and wellbeing Strong standard

Staff have introduced 'calm corners' in every room, giving children space to pause and reflect. Carefully chosen activities help children regulate their emotions independently. Older children take on the role of 'wellbeing warriors', acting as buddies to support their peers and build their own confidence.

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Curriculum and teaching Strong standard

Leaders have high aspirations for all children attending this inspiring and stimulating setting. Staff have developed a bespoke and broad curriculum that is focused on developing children's resilience and positive attitudes to learning. All staff, including leaders, practitioners and early years teachers, think carefully about the curriculum for children. The curriculum is ambitious, creative and highly responsive to children's individual needs. All children, including those who need additional support, engage in a wide range of learning opportunities. These are planned to help them make good progress in their development. Staff know precisely what the children in their care require and tailor the curriculum accordingly.

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Curriculum and teaching Strong standard

Communication and language skills are prioritised through a range of language-rich experiences. For example, staff use songs to encourage children to follow instructions, such as 'everybody tidy up'. Strategies such as communication boards and signing are used to support children with barriers to learning. The early years teachers have developed a bespoke phonics programme that is carefully sequenced, building secure foundations in early reading. Staff consistently strengthen outcomes for children in mathematics. The impact of this is seen in the secure knowledge of older children. For instance, they demonstrate a secure knowledge, not only of number, but they also confidently solve problems, make predictions and follow a recipe to bake biscuits.

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Inclusion Strong standard

Leaders and staff have established a positive culture of inclusion where all children's needs are recognised, valued and acted upon. From the earliest stages, staff identify and support children's starting points, ensuring that those with special educational needs and/or disabilities (SEND) and disadvantaged children receive tailored support. Children benefit from a graduated approach, receiving the right level of support at the right time. Staff work closely with families and external professionals, using ongoing observation to make thoughtful adaptations, such as adjustments to routines, reducing barriers to participation and promoting children's overall wellbeing.

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Inclusion Strong standard

Key workers have an excellent understanding of children's individual needs and interests. Children who speak English as an additional language are supported well. Staff work with families to teach children the English language and use visual aids to help them learn about routines. All children have a positive attitude towards their learning. Leaders are always looking for opportunities to develop and enhance skills across the team. Staff have undertaken additional focused training to enable them to give every child the best possible support. For example, staff have attended 'sign-a-long' training to help support children's communication and interactions.

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Inclusion Strong standard

Leaders use additional funding wisely. A qualified speech and language therapist visits weekly. This ensures effective strategies are in place and gives children the best possible start in life.

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Leadership and governance Strong standard

Leaders understand their responsibilities and take effective action to ensure the nursery remains safe, inclusive and well led. They are ambitious and drive a culture of continuous improvement. They set consistently high expectations and model professionalism across the setting. Targeted training and coaching strengthen staff knowledge and enhance the quality of learning experiences for all children. For example, staff have completed training on physical literacy and the importance of movement in supporting brain development. As a result, activities such as the daily mile and regular tummy time experiences are now embedded in daily routines.

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Expected standard

Staff feel supported and benefit from ongoing professional development. Continuous training keeps their safeguarding knowledge and educational practice strong and up to date. Regular supervisions and peer observations give staff and leaders meaningful opportunities to reflect together and refine their approach. Staff feel valued and show clear pride in their work. Their passion and commitment to children's learning shine through in the high-quality interactions and experiences they provide.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations for children's behaviour. They take opportunities to remind children of the rules. From an early age, children learn behavioural expectations. Children manage their own feelings and behaviour well. They can negotiate and express their needs with each other. Staff notice quickly when children need extra help to get along and provide impactful support that meets their individual needs. For example, staff use strategies such as visual aids and sand timers to help children anticipate what will happen next and regulate their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and respectful, giving children a strong sense of belonging. Staff consider children's individual stage of development and circumstances when helping them follow routines and expectations. However, at times, during routine times of the day, staff do not consistently allow children to do things for themselves, which can limit children's opportunities to develop their independence further.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work proactively with parents to promote good attendance. They use parents' evenings to explain the importance of regular attendance and offer practical advice to help families support learning at home. This strong partnership ensures that children benefit from consistent routines and are well supported in their ongoing development.

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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

Leaders implement highly effective, bespoke settling-in arrangements that carefully reflect the individual needs of children. Planned home visits take place prior to children starting at the nursery. This enables staff to establish secure and trusting relationships with children and their families from the outset. As a result, children are well supported to feel safe, confident and ready to learn. Key persons greet children warmly at the door. This helps to offer reassurance and comfort before engaging them in motivating activities that spark their interest. This sensitive approach ensures that children separate from their parents and carers with ease and enter the nursery calm, happy and eager to play. Staff accurately identify children's starting points and use this information effectively to plan activities that build on their existing knowledge and skills. Consequently, all children, including those with

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

barriers to learning, make strong progress and are well prepared for the next stage of their education.

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

Staff provide a nurturing, safe and well-organised environment where children's wellbeing is a clear priority. Robust risk assessments are carried out effectively. Children are supported to develop a secure understanding of how to keep themselves safe. For example, older children confidently explain the need to wear safety goggles when using tools in the woodwork area. Staff consistently role model positive interactions between children and adults. This helps to further support children's emotional security.

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

Routines are embedded across the nursery. This helps children to understand what will happen next and gives them a sense of stability. Staff place a clear emphasis on supporting children's communication, social skills and physical development. They skilfully use signs

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Address:

St. Vincents Primary School Orchard Road ALTRINCHAM Cheshire WA15 8EY and visual prompts to support children who require additional help with communication, particularly during transitions.

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Address:

Strong partnerships with parents ensure information is shared regularly. This includes strategies to support children's development, providing consistency between home and nursery. Staff know children extremely well and promote an inclusive environment where similarities and differences are recognised and valued. Children behave very well, showing respect for one another and their surroundings. They demonstrate positive attitudes to learning. They play cooperatively with peers and show a strong sense of belonging throughout the nursery.

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Next steps

Leaders should support staff to consistently make the most of routine activities such as mealtimes to ensure all children are provided with opportunities to develop their independence even further.

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About this inspection

The inspector spoke with the nominated individual, leaders, staff and the special educational needs coordinator 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: St. Vincent's Primary School Governing Body

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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

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