The Secret Garden Children's Day Nursery

The Secret Garden Children's Day Nursery

Unique reference number (URN): EY555809 Address: The Gladiator, Tuffley Lane, Tuffley, Gloucester, Gloucestershire, GL4 0PZ Type: Childcare on non-domestic premises Registered with Ofsted: 03/01/2018 Registers: EYR Registered person: Secret Garden 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 Expected standard

Children make steady progress from their starting points. They develop communication and language through meaningful interactions. Babies use sounds, gestures and eye contact to communicate. Young children use words to make choices and begin to link these together. Older children speak in sentences and share their ideas.

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Achievement Expected standard

Children demonstrate independence in daily routines. For example, children move confidently between activities and follow routines, such as preparing for snack. Children develop focus and engagement as they explore materials and represent their ideas.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those facing barriers to learning make progress from their starting points. Children who find transitions difficult begin to manage these more successfully and take part in group routines. Children are prepared for their next stage of learning. At times, children's progress is less secure where next steps are too broad and do not support their learning precisely.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They understand expectations and follow familiar routines. For example, children respond to tidy-up cues and move calmly between activities. They line up and wash their hands before snack, showing increasing independence and understanding of routines. Staff build warm and respectful relationships with children. Children feel secure and seek support when needed. This helps them to settle quickly and engage in their learning. Children play alongside others and begin to cooperate. For example, staff support children to share resources and manage frustration. For example, they model how to scoop and pour during water play so children can continue to take part.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear expectations for children's behaviour across the setting. Staff support children consistently to understand these and adapt their approach to meet their individual needs. For example, staff provide clear guidance and reassurance to help children take part alongside others and engage in shared routines. Leaders follow up on children's absences. They work with families to promote regular attendance so children can take part in learning consistently. At times, the organisation of the environment and resources does not fully support children to sustain engagement, which affects how consistently they remain focused during activities. For example, when resources are not positioned or organised effectively, some children move between activities without sustaining their involvement.

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Children's welfare and wellbeing Expected standard

Children receive attentive care that meets their individual needs. Staff know children well and respond to their routines. For example, babies follow individual sleep and feeding routines, which supports their comfort and wellbeing. Staff provide reassurance and support, helping children to feel safe and secure. Children form close relationships with staff. They seek comfort when needed and confidently explore their environment. This supports their emotional wellbeing. Staff help children to recognise and manage their feelings and support them to re-engage in play.

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Children's welfare and wellbeing Expected standard

Children develop independence in their personal care. They follow routines, such as washing their hands before meals. Staff help children to understand hygiene and how to keep themselves healthy. They support children's dietary needs carefully. For example, staff check allergy information and use clear systems to ensure children receive the correct food. Staff sit with children during mealtimes, supporting their wellbeing.

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Children's welfare and wellbeing Expected standard

Children benefit from regular outdoor play, which supports their physical development. The setting promotes healthy lifestyles through daily routines, including nutritious meals and active play. The setting is screen free, which supports children's communication and interaction. Leaders promote e-safety through information shared with parents and carers. They are beginning to consider how children's understanding of staying safe and healthy can be enhanced further.

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Curriculum and teaching Expected standard

Leaders design a broad curriculum that reflects children's interests and stages of development. They prioritise children's communication and language, physical development and children's personal, social and emotional development. Overall, staff understand what they want children to learn and plan activities to support this.

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Curriculum and teaching Expected standard

Staff interact positively with children and support their learning through play. They model language using simple phrases, such as 'dab, dab, tap, tap'. Children repeat these words. Staff introduce early mathematical ideas. For example, they encourage children to count the legs of insects they find. Staff support children's curiosity as they explore how objects move, such as watching cars travel through guttering.

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Curriculum and teaching Expected standard

Staff use assessment to identify what children know and can do. They use this to inform planning and adapt activities for different groups of children. This includes children with special educational needs and/or disabilities and those who face other barriers to learning. Leaders review this through ongoing assessment and discussion with staff.

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Curriculum and teaching Expected standard

Staff do not translate the curriculum intentions consistently into precise teaching. At times, they do not organise or adapt activities effectively to support the intended learning. In addition, children's next steps in learning are sometimes too broad. As a result, teaching does not always focus clearly on what children need to learn next. For example, staff sometimes identify general next steps, such as developing communication or a sense of self, which do not provide enough detail to guide teaching precisely during activities.

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Inclusion Expected standard

Leaders create an inclusive culture where staff identify children's needs early. They gather information from parents and carers and professionals to assess children's development and plan support. This includes children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. Leaders take effective action to reduce these barriers. Staff adapt activities, routines and interactions to meet children's needs. For example, they provide additional support at key times, such as mealtimes and transitions. This helps children to access the curriculum and take part in daily experiences.

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Inclusion Expected standard

Leaders assess children's needs and put targeted support in place. Staff implement strategies and leaders review this regularly, adjusting provision as children progress. Leaders provide guidance so staff understand how to assess children's needs and implement strategies effectively. They work with external professionals to ensure appropriate support.

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Inclusion Expected standard

Leaders use additional funding to support disadvantaged children. For example, they provide additional resources and access to experiences. For example, leaders arrange visits from external providers, to support children's engagement in learning. They also support children known to social care through partnership working with families and professionals. While staff have access to communication strategies, such as now and next boards and objects of reference, they do not consistently use these in practice. This limits how effectively some children's communication is supported.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development. They reflect accurately on practice and take timely action to improve. Leaders maintain clear systems to support children's safety and wellbeing. For example, they use detailed records to monitor care routines and ensure staff understand expectations.

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Leadership and governance Expected standard

Leaders work effectively with external agencies. They follow established processes and share information effectively. Leaders keep detailed records, which are clearly documented. They use this information, including accident records, to identify patterns and take action to reduce risk. For example, they have made changes to the environment, such as adjusting door handles and reviewing resources, to further minimise potential risks. Leaders maintain a clear oversight of the setting. During a period of absence, leadership responsibilities were shared effectively, ensuring continuity of care.

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Leadership and governance Expected standard

Leaders support staff well. They provide staff with regular supervision sessions and access to training. Leaders have strengthened this, ensuring all supervision sessions are completed by senior leaders to maintain oversight and consistency. Staff report that they feel supported and valued. Leaders recognise where practice can be further developed. They are focusing on strengthening the implementation of the curriculum so that teaching aligns more precisely with children's learning.

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

Children arrive happily and settle quickly into a welcoming environment. Staff know children well and greet them warmly. All children form secure relationships with staff. This helps them to feel safe and confident. For example, babies approach familiar adults for reassurance and share books. This shows children's growing trust and attachments. Children enjoy a range of experiences that reflect their interests. They explore natural materials, investigate insects and take part in creative play. Young children show excitement as they search for bugs and mark what they find on checklists. Older children explore colour mixing and create models using different materials. Staff talk with children as they play and introduce new words. Children repeat phrases and begin to express their ideas with confidence.

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

Children develop independence through clear routines. They understand what is expected of them. Children wash their hands, line up safely and help to tidy resources. Older children take on responsibilities, such as helping others and preparing for mealtimes. This supports their confidence and sense of belonging. Children attend regularly and benefit from these routines, which support their learning and development. Children with special educational needs and/or disabilities receive appropriate provision. Staff adapt their approach to meet their individual needs. They work closely with families and other professionals to share information and plan children's next steps. Children who need help with communication or routines generally receive guidance to take part in daily experiences. This helps them feel to included and make progress from their starting points.

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

Children behave well and play alongside others. They build positive relationships with their peers. Staff create a calm and nurturing environment where children feel valued, including those who may face barriers to their learning and wellbeing. Children are cared for in a safe and well-organised environment. Staff supervise them closely and respond quickly when needed. Children enjoy healthy meals and regular outdoor play. These experiences support their physical development and emotional security.

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Next steps

Leaders should further strengthen staff knowledge of the curriculum so that teaching is more intentional, with precisely identified next steps and well-organised resources that consistently support children's learning. Leaders should embed the consistent use of communication strategies to better support children with special educational needs and/or disabilities to access learning.

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, staff, parents and carers 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

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Address:

The Gladiator Tuffley Lane, Tuffley Gloucester Gloucestershire GL4 0PZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Secret Garden Nursery Limited

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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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0 to 4

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

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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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