Granby Nursery Doncaster

Granby Nursery Doncaster

Unique reference number (URN): 2753547 Address: 34 Goodison Boulevard, Doncaster, DN4 6BX Type: Childcare on non-domestic premises Registered with Ofsted: 31/10/2023 Registers: EYR, CCR, VCR Registered person: Granby Childcare ltd

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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 make clear and consistent progress through the curriculum, particularly in communication and language and mathematics. Children engage in meaningful conversations, hear and use new vocabulary and express their ideas and emotions with increasing confidence and clarity over time.

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Achievement Strong standard

Children benefit from a wide range of engaging experiences that develop their knowledge and skills across all areas of learning. They develop independence by managing tasks such as putting on and fastening their coats, demonstrate growing mathematical understanding by recognising numbers beyond 20, and talk openly about their feelings, showing increasing emotional awareness. This means they are well prepared for their next stage in learning, including school.

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Achievement Strong standard

All children, including disadvantaged children and those with special educational needs and/or disabilities, make consistent progress from their starting points because staff adapt teaching and provide targeted support to reduce barriers to learning and wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Children build warm, trusting and respectful relationships with their key persons. As a result, they feel secure and confident to express their needs and emotions. Leaders and staff establish clear and consistent expectations for behaviour and attitudes to learning. They successfully create a calm and positive environment where children understand what is expected of them. Positive behaviour is recognised and reinforced through praise and simple prompts. Older children confidently use embedded nursery mottos, demonstrating their understanding of kindness, cooperation and respect during play.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children to collaborate, take turns and resolve minor conflicts. This helps them to develop positive relationships with others. Expectations are applied thoughtfully, with staff considering children's age, stage of development and individual needs when supporting behaviour and emotional regulation.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of regular attendance and punctuality through clear procedures and ongoing communication with families. This ensures that children benefit from consistent routines and interesting learning opportunities.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines and boundaries help children understand how to keep themselves safe. Through everyday experiences, such as local walks, children learn about road safety and appropriate clothing for different weather. They develop their independence skills, including dressing themselves and fastening their coats.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised at this setting. Leaders and staff demonstrate a strong commitment to ensuring that children and their families feel supported, valued and welcomed. Children confidently approach staff for comfort and reassurance, reflecting the secure and trusting relationships that have been established. Staff interact warmly and sensitively with children, responding promptly to their emotional needs and helping them to feel safe, settled and ready to learn. The nurturing environment promotes children's confidence, sense of belonging and overall wellbeing.

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Children's welfare and wellbeing Strong standard

Care practices are carefully tailored to meet children's individual needs. Leaders ensure that staff understand children's backgrounds and circumstances, including disadvantaged children, those with special educational needs and/or disabilities and children known or previously known to children's social care, so support is responsive and consistent.

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Children's welfare and wellbeing Strong standard

Children are supported to understand how to keep themselves healthy and safe through daily routines and meaningful conversations about hygiene, healthy lifestyles and personal safety. Staff help children to recognise and manage their emotions, modelling language to support emotional expression and self-regulation.

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Children's welfare and wellbeing Strong standard

Individual routines for sleeping, feeding and care are followed closely in partnership with parents. This ensures continuity between home and the setting and supports children's comfort, security and wellbeing.

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Curriculum and teaching Strong standard

Leaders and staff implement a well-thought-out and carefully sequenced curriculum that promotes the learning and development of all children and builds securely on what they already know and can do. Leaders have a clear understanding of the quality of teaching and learning. They use monitoring, professional dialogue and ongoing reviews to strengthen practice and improve outcomes for children over time.

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Curriculum and teaching Strong standard

Communication and language are prioritised throughout the curriculum. Staff make purposeful use of interactions and planned experiences to introduce new vocabulary, extend conversations and deepen children's thinking. Opportunities to develop mathematical understanding are particularly well-sequenced and embedded across daily routines and play. This enables children to apply mathematical knowledge in meaningful contexts. Leaders place great emphasis on children's physical development and personal, social and emotional development, recognising these as foundations for learning. Teaching supports children to develop confidence, independence and positive relationships.

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Curriculum and teaching Strong standard

Leaders and staff prioritise getting to know children quickly through a robust settling-in process. This means that they make accurate assessments of children's starting points. Staff use this knowledge to implement well-considered and individualised plans that support children's development effectively. They use assessment effectively and adapt teaching to meet all children's individual needs. They make reasonable adjustments so all children can access the curriculum and continue to make impressive progress.

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Inclusion Strong standard

Leaders establish a strong, inclusive culture where equity of opportunity underpins practice across the setting. Children's individual needs are identified swiftly through effective assessment, careful observation and strong partnership working with families and professionals. Leaders ensure that emerging concerns are acted upon promptly so that children access timely and targeted support.

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Inclusion Strong standard

Leaders take effective action to reduce barriers to learning and wellbeing through strategic planning and reasonable adjustments. They make inclusive adaptations to the curriculum, environment and adult interactions. These approaches enable children to access learning alongside their peers and promote independence, confidence and engagement.

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Inclusion Strong standard

Leaders closely monitor the progress of children who receive additional support, including those with special educational needs and/or disabilities and disadvantaged children. Support plans and interventions are regularly reviewed, and leaders evaluate their impact carefully, adapting provision where necessary to secure improved outcomes.

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Inclusion Strong standard

Staff receive targeted training on the graduated approach, supported through coaching and reflective supervision. Leaders work collaboratively with families and other professionals to plan effective, child-centred support.

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Inclusion Strong standard

Early years pupil premium funding is used strategically to address identified barriers and enhance children's experiences. Leaders provide strong support for children known, or previously known, to children's social care, ensuring their emotional wellbeing, stability and continued progress are prioritised.

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Leadership and governance Strong standard

Leadership is rooted in a culture of high-quality practice. Leaders create an environment where staff feel well supported and valued. They prioritise professional learning, open communication and reflective practice. This enables staff to grow in confidence and expertise. As a result, staff demonstrate strong morale and a clear passion for their roles. They work collaboratively to maintain consistently high standards and positive outcomes for children.

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Leadership and governance Strong standard

Staff's wellbeing and workload are carefully considered through supportive supervision and open communication. Professional development opportunities support staff to continually refine their practice and respond effectively to the evolving needs of children and families. Leaders actively involve staff in ongoing reflection, adaptation and improvement of practice. They foster a collaborative culture where staff contributions are valued and professional dialogue is encouraged, supporting continuous development across the setting. Leaders maintain high standards through clear expectations, regular monitoring and supportive guidance, ensuring practice remains consistent and focused on children's best interests.

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Leadership and governance Strong standard

Leaders have a strong understanding of the local context and carefully consider the needs of the community in every decision they make. They use their knowledge of children's backgrounds, family circumstances and the wider area to shape provision. They ensure that support, resources and experiences are closely aligned to what children need most. This thoughtful and responsive approach means that practice remains relevant, inclusive, effective and supports all children, particularly those who face disadvantage or barriers to learning and wellbeing.

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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

Children feel safe and secure in this setting. In the baby room, they explore happily and babble away to their peers and staff. Children explore books with adults. They look intently at each page, lift the flaps and attempt to turn pages. Staff support children with speech and language skills as they repeat simple words and sounds. Babies explore vegetables in the home corner. They practise their physical skills using empty, open-top cups and navigate furniture with staff support as they learn to sit on chairs.

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

In the pre-school room, children explore a wide range of resources and activities, including play dough, physical activities, counting activities and water play. Children use chalks to make marks in the garden. They ride bikes and scooters and climb on the climbing frame. Children explore water as they fill, pour and splash. They mix colours and talk about the colours they have made. Children learn to use utensils as they chop vegetables. Staff use open-ended questions to extend learning, such as 'how does it feel?' and 'what might happen?'

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

Staff introduce children to mathematical ideas from an early age. Babies are introduced to simple mathematical language, while older children are introduced to large numbers and 3D shapes. The well-sequenced teaching helps children to develop a love of mathematics. Children ask to count at story time, use numbers throughout play and are keen to show staff and visitors their number skills.

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

Across all age groups, children are supported by staff with books and simple language as they learn to manage their emotions and behaviours. They learn nursery mottos such as 'sharing is caring' and 'teamwork makes the dream work'. Staff adapt teaching in the moment to extend children's learning and follow their interests. Children are inquisitive, sociable and independent, and they are eager to learn.

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

Parents are supported by staff to ensure that attendance is regular. Staff work well alongside parents and other professionals to meet the individual needs of all children, including those with special educational needs and/or disabilities, ensuring that all children make impressive progress from their starting points.

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Next steps

Leaders 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 learners, 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, the special educational needs coordinator, children, parents and carers 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

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Address:

Type: Childcare on non-domestic premises

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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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Total number of places

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.

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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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