Nunthorpe Children's Day Nursery

Nunthorpe Children's Day Nursery

Unique reference number (URN): 508281 Address: The Crescent, Nunthorpe, Middlesbrough, Cleveland, TS7 0JW Type: Childcare on non-domestic premises Registered with Ofsted: 29/03/2001 Registers: EYR, CCR, VCR Registered person: Nunthorpe Nurseries Group 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 Expected standard

Children develop appropriate skills across all areas of learning and they show enjoyment as they interact with their environment and activities. For instance, they giggle with happiness as they practise their drawing skills, using chalk to draw around members of staff in the outdoor play area.

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Achievement Expected standard

Children generally develop key social skills and learning behaviours which support them in the transition to school. They sit together on the carpet to listen to the practitioner during story time and participate with their own contributions. On the whole, children demonstrate positive communication skills. For instance, they confidently use Makaton sign language alongside spoken words. They understand and use terminology in relation to books, such as 'author' and 'illustrator'. They are confident to share their knowledge with others, such as explaining the correct pronunciation for the name of a children's illustrator.

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Achievement Expected standard

Children with barriers to their learning make progress, such as developing the ability to follow the transitional routines in the nursery calmly. They learn to accept unfamiliar foods on their plates and to try new flavours and textures. Their ongoing achievements help prepare them to move to the next phase in their learning journey.

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Behaviour, attitudes and establishing routines Expected standard

On the whole, there are high expectations for children's behaviour and attitudes to learning. Practitioners apply these in an age-appropriate manner for the children they work with. For instance, older children are supported to focus on the learning that has been delivered and develop positive concentration and listening skills. When babies try new skills, such as rolling a ball to a member of staff, this is celebrated with lots of praise and encouragement. This builds babies' self-confidence and encourages them to keep practising these new skills.

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Behaviour, attitudes and establishing routines Expected standard

There are very warm and respectful relationships between adults and children throughout the nursery. Practitioners model kindness, care and respect towards children. Attendance and punctuality are promoted and, as a result, children in this nursery attend well. This means they are very familiar with the daily routines and confidently join in with these.

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Behaviour, attitudes and establishing routines Expected standard

Behaviour across the nursery is, in the most part, calm and children are happily engaged in play and learning. On occasion, there are instances where practitioners do not recognise and intervene when children need support in collaborative play skills, such as when struggling to share and take turns, especially at times when areas of the nursery are busy. As a result, children are not consistently receiving highly impactful teaching to help them understand how to resolve conflict with others and to learn to play collaboratively.

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Children's welfare and wellbeing Expected standard

Leaders actively support children's welfare, mental health and wellbeing in the setting. They describe a family-feel approach in this nursery where the relationships between staff and children are genuinely kind and caring. When staff identify children have barriers to establishing connections with others, they take great care to gently establish trusting relationships. This helps children to blossom in their confidence and overall development.

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Children's welfare and wellbeing Expected standard

The provision is safe and welcoming and children enjoy their time here. They benefit from the exciting and well-planned outdoor space, which appropriately challenges their development and supports their skills across all areas of learning.

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Children's welfare and wellbeing Expected standard

There is a focus on supporting children's independence skills. Children learn about the importance of self-care and hygiene, such as by taking part in handwashing routines before mealtimes. Nutritious foods are provided and this teaches children to try a variety of textures, flavours and food groups. Fresh air and exercise are also promoted, and staff plan time into the daily routine for children's physical development outdoors.

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Children's welfare and wellbeing Expected standard

Routines are in place to meet children's care needs, such as nappy changing and sleep times. However, these routines are not consistently effective in meeting young children's needs swiftly. For instance, babies become a little unsettled while waiting for their bottles to be prepared and to be put down for their naps.

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Curriculum and teaching Expected standard

Leaders have thoroughly evaluated the quality of curriculum and teaching and used their findings to make improvements where needed. For instance, to provide greater support for children's physical development improvements have been made to the indoor and outdoor spaces, providing a wealth of opportunity for children to practise these skills. Leaders are also developing the consistency of teaching across the nursery, to ensure high quality practice is fully embedded.

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Curriculum and teaching Expected standard

Assessments are used to check for gaps in children's knowledge and skills and the curriculum is then adapted to ensure that all children, including children with special educational needs and/or disabilities, are making progress in all areas of learning. Staff identify opportunities to support children's understanding across multiple areas of learning, through open-ended activities and resources.

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Curriculum and teaching Expected standard

Children's communication is well supported throughout all areas of the nursery and a love of books is promoted. Staff engage in positive eye contact and smiles with babies as they roll balls back and forth. Older children benefit from practising Makaton sign language. Staff are tuned in to supporting children's personal social and emotional development and establish secure relationships with children, which helps them to have the confidence to explore and participate in nursery life. Mathematical skills are explicitly taught. For instance, in pre- school, staff support children to understand quantities of objects using visual resources.

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Inclusion Expected standard

Staff are swift to identify when children require additional support. They ensure that referrals to outside agencies are made, including accessing funding where appropriate. Funding is used effectively to ensure that all children can fully access the nursery provision. Staff take time to build relationships with children and their families and this helps them to understand any barriers to learning. Bespoke support is put in place to minimise any challenges faced by children and their families. Parents state that the support provided by the nursery has had a very positive impact on their children, both when attending the nursery and when at home.

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Inclusion Expected standard

Leaders closely monitor the progress of children and areas for development are broken down into achievable next steps. They are developing consistency across the nursery to ensure all staff understand what support children need and to ensure that children with barriers to their learning are given effective support.

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Inclusion Expected standard

Leaders work with staff, families and external agencies to ensure that they have a full understanding of the needs of any children known or previously known to social care. They use this information to ensure that the nursery provides the right care and support, ensuring all children have every opportunity to thrive.

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Leadership and governance Expected standard

Leaders are ambitious for all children. They drive improvement and have high expectations for education and care. They have taken a proactive approach following the last inspection and have implemented an action plan which has been successful in raising standards in the nursery. Leaders evaluate the nursery on an ongoing basis and identify further areas for development, such as supporting less experienced staff to improve their knowledge and skills.

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Leadership and governance Expected standard

Senior leaders in the organisation are engaged in the day-to-day practice of the setting and support staff effectively. They agree to providing new equipment when staff identify children with learning needs which require more support, such as specific resources for toddlers to safely practise their climbing skills. As a result, children are making greater progress in their physical development and gaps in their skills are addressed.

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Leadership and governance Expected standard

The workload of practitioners is well considered by leaders, with regular reviews in place. Learning and development opportunities for staff are provided. Supportive supervisions are effectively used to help staff in developing their knowledge and skills.

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Leadership and governance Expected standard

Parent partnerships are valued and impactful. Parents speak highly of the nursery and of the support that they have received, such as ensuring children's allergens are catered for. Transition arrangements are in place with local schools, to support pre-school children and their families when the time comes to move on.

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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 are happy and settled. The nursery staff work closely with parents and carers to understand children's starting points and ensure they get off to a good start. Staff are receptive to children's interests and ideas and use these to support them in implementing their curriculum. As a result, children enjoy their time in the nursery and are keen to join in with activities which support their learning and continued progress. Staff across the nursery are aware of ensuring that children have the knowledge and skills they need, before moving

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Inspector:

Dani Taylor up to the next room. This includes developmental abilities, such as strengthening their balance and coordination.

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Inspector:

All children are included in this setting, including those who have special educational needs and/or disabilities. Staff are attentive to ensuring that each child has an individualised learning journey. They work closely with parents and access external professional support when needed to ensure any barriers to learning are minimised. As a result, children's needs are well met and they thrive in their development. Parents highly value the support provided by the nursery.

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Inspector:

Children and families feel safe and valued in the setting. For instance, leaders and staff ensure that children with allergies are included in mealtimes but are carefully catered for to ensure their safety. Staff show warm caring interactions with families and with children at all times. There is a calm purposeful atmosphere in the nursery and staff support this through their positive interactions. The importance of attendance is promoted and consequently, children at this setting are good attenders. Staff know their key children very well and understand how to support their unique needs. For instance, when children are reluctant to explore paint, staff add rice to stimulate children's interest and participation. As a result, children are very excited to explore this new sensory experience and staff are on hand to further develop children's language and fine motor skills as they play.

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Next steps

Leaders should support staff to consistently use highly impactful teaching to reinforce best possible behaviours, including in relation to collaborative play skills. Leaders should make sure that all routines ensure that children's welfare is consistently prioritised, including in relation to providing care for children's personal needs.

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About this inspection

The inspector spoke with leaders, management staff, practitioners, the special educational needs coordinator, 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.

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Address:

The Crescent Nunthorpe Middlesbrough Cleveland TS7 0JW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Nunthorpe Nurseries Group Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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

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

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