Abbotswood Pre School and Day Nursery

Abbotswood Pre School and Day Nursery

Unique reference number (URN): EY448922 Address: Cupernham Lane, Romsey, Hampshire, SO51 7LF Type: Childcare on non-domestic premises Registered with Ofsted: 02/07/2012 Registers: EYR, CCR, VCR Registered person: Abbotswood 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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Achievement Strong standard

All children, including those who face barriers to their learning, make enduring progress from their starting points, enabling children to achieve their full potential. Babies develop their physical skills effectively. They show increasing determination as they move around the environment and begin to pull themselves to standing position, strengthening their core muscles.

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Achievement Strong standard

Children demonstrate a strong awareness and curiosity about the world around them. Younger children show great imagination when engaging with collecting leaves, adding natural resources to create their own leaf wands and kebabs. They are fascinated by the different textures and describe the colours of the leaves while celebrating what they have made. While older children recall past learning experiences, such as when they went to the nature reserve to collect 'frogspawn'. They use rich and expressive language to describe how the frogspawn became tadpoles. This results in all children consistently achieving at a high level and being well prepared for their next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

Staff create a consistently positive and nurturing environment, where expectations are clear and understood by children. They listen attentively, supporting children to reflect on how their actions affect others. This helps children to develop empathy and emotional awareness. Interactions are calm, sensitive and well judged, including for children with special educational needs and/or disabilities. They receive thoughtful encouragement and tailored support, such as using magnifying glasses alongside peers to explore the outdoor environment. Leaders understand the importance of attendance and punctuality. They work with families and offer support, when needed. This helps to ensure children benefit from the setting's routines and learning opportunities.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is impeccable and they play alongside each other exceptionally well. Staff skilfully guide children to work harmoniously together, using well-pitched questions to check their understanding. This helps to ensure everyone is ready for activities and daily routines. Children demonstrate thoughtful teamwork, coordinating their efforts as they help one another to move the outing's trolley safely and efficiently. They require minimal adult intervention and consistently show high levels of respect, patience and turn taking. Staff remain calm and responsive role models, whose consistent approach supports all children to thrive socially and emotionally within a highly positive learning environment.

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Children's welfare and wellbeing Strong standard

Babies and children confidently follow consistent daily routines. They show a keen awareness of good hygiene and demonstrate increasing independence, as they use tissues to wipe their noses and know to wash their hands before mealtimes. Staff support all babies and children appropriately for their developmental stage, teaching children how to serve their own food and feed themselves. They use sociable mealtimes outside to further enhance children's wellbeing and understanding of healthy eating. Staff work in partnership with parents, ensuring careful feeding routines and procedures are followed to manage children's allergy and dietary needs and support babies who are weaning. Children are provided with calm restful spaces to sleep as needed.

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Children's welfare and wellbeing Strong standard

Leaders plan extremely supportive transitions for each individual child, so that children settle quickly and develop confidence in their new surroundings. Staff develop nurturing relationships with all children, especially their key children, while working closely with parents. They know the children extremely well and use their knowledge to support children as they transition through the nursery. For example, they share information with other staff, providing children with seamless transitions into their next room. Leaders and staff use their expertise to support children to learn about emotions, which helps them to know how to manage their feelings and build resilience. This enables children to thrive in a calm, safe and nurturing environment.

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Curriculum and teaching Strong standard

Leaders and staff have developed a broad and ambitious curriculum that promotes children's curiosity, exploration and progress across all areas of learning and development. Staff follow children's interests and focus their curriculum to give children 'ready for life' skills. Babies and children have the opportunities to explore the natural world, build friendships with their peers, identify their feelings and talk about their emotions. This has a significantly positive impact on children's physical, personal, social and emotional development.

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Curriculum and teaching Strong standard

Staff provide consistently high-quality teaching opportunities that support children's learning, including children with special educational needs and/or disabilities and those that face other barriers to learning and/or wellbeing. They monitor children's progress and identify their next steps in learning accurately, helping children to build knowledge and skills over time. Staff weave mathematical language into activities, such as introducing shapes, counting and differentiating sizes naturally, during children's play. They provide engaging activities. For example, Babies and younger children delight at taking part in singing activities, using musical instruments and making choices for the next nursery rhyme to sing. Older children concentrate listening carefully to instructions, as they plant seeds and learn how to help them grow. Staff ask children appropriate questions to assess what children have learned from the activity. They use visual prompts, sign language and tailored adult

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Curriculum and teaching Strong standard

support to remove barriers to learning. This results in children developing their confidence, being curious learners and highly effective communicators.

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Inclusion Strong standard

Leaders create a robust culture of inclusion that supports every child. The identification of children's needs is swift and takes place from the moment children start at the nursery. Staff gather a wealth of information from parents. They learn about what children know and can do, their cultures and beliefs, information about their health and any barriers to their learning. They expertly and promptly identify children's individual needs through excellent early identification and assessment systems. Leaders make timely referrals and consistently apply the graduated response with precision, while also working closely with other professionals. Staff monitor and evaluate children's progress rigorously, while working in close partnership with parents. This ensures that targets are focused and help children to make swift progress. This is particularly beneficial to children with special educational needs

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Inclusion Strong standard

and/or disabilities or those who face barriers to their learning.

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Inclusion Strong standard

Leaders' expert knowledge of additional funding that children are entitled to, ensures it is used purposefully, such as securing and providing specialist equipment. This directly supports children to access the environment and fully participate in activities. Furthermore, they provide additional adult support for children and introduce approaches, such as using sign language and targeted programmes to successfully strengthen communication and early language. Leaders frequently review the difference that their spending has on children's opportunities. As a result, children receive the best possible support through a coordinated approach which enables all children to thrive.

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Leadership and governance Strong standard

Leaders have a secure understanding of the nursery's strengths and a clear vision for future improvements. They provide clear direction, guidance and support to staff, giving staff wellbeing an extremely high priority. Staff feel well supported and have regular supervisions, where they discuss professional development, wellbeing and areas for improvement. Leaders invest in the development of staff, giving staff opportunities to access training that enables them to take a lead on areas within the nursery, which staff value.

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Leadership and governance Strong standard

Leaders design and plan the curriculum so that children's experiences build progressively on what they know and can do. Planning is responsive to children's interests and needs, including those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. This ensures all children can participate fully and make progress. Leaders continually monitor practice across all areas of the nursery. Observing routines and interactions to check that children are supported, included and appropriately challenged. Leaders and staff work collaboratively with parents and professionals, to reduce barriers to learning and support all children to benefit from consistent high-quality learning experiences. As a result, leaders maintain a purposeful and well-structured provision that supports children's confidence, development and readiness for their next stage of learning.

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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

Babies and children happily arrive at the nursery and are welcomed by the nurturing staff. They flourish in this rich learning environment, as they excitedly explore the world around them, showing a zest for learning. Leaders and staff are proactive in identifying any barriers that children face to their learning and wellbeing, including those with special educational needs and/or disabilities. They know children very well and quickly identify any emerging needs, supporting all children to be active and engaged learners.

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Inspectors:

Children are confident communicators. They delight at exploring an enriching environment that motivates them to try new things and follow their interests, both indoors and outdoors, regardless of the weather. Younger children enjoy exploring the awe-inspiring outside areas and are extremely well supported to develop their physical skills. For example, they are highly motivated to use ropes to pull themselves up the climbing wall and squeal with delight as they come down the slide. Older children thoroughly enjoy taking part in forest school activities, such as learning how to use a saw. Children show how they keep themselves safe, as they confidently talk about the safety rules when using tools.

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Inspectors:

Babies and children's behaviour is impeccable. They listen attentively and respond with kindness to each other. Children confidently and politely ask one another to share and take turns. Leaders and staff are excellent role models who ensure the children feel valued, treating them with respect and kindness. They use clear narratives and consistent, gentle reminders to fully embed the expectations of the nursery.

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Inspectors:

Babies and children are well supported when they start at nursery. They have an extensive period of settling, where leaders and staff communicate with parents to find out detailed information about each individual child. Staff are caring and attentive, offering children cuddles and comfort as they need it. As children transition through the nursery, staff ensure the children continue to feel settled and put in place plans to support children's emotional development when needed. Leaders and staff continue to work in partnership with parents, sharing information and supporting families to ensure children maintain positive attendance.

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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 inspectors spoke with leaders, special educational needs coordinators and other staff during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act2006 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. Nicole Atkinson Kelli Wiseman

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Address:

Cupernham Lane Romsey Hampshire SO51 7LF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Abbotswood Day Nursery Limited

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Address:

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

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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. 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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