Whitehall School Nursery

Whitehall School Nursery

Unique reference number (URN): EY449864 Address: Whitehall School, 117 High Street, Somersham, HUNTINGDON, Cambridgeshire, PE28 3EH Type: Childcare on non-domestic premises Registered with Ofsted: 27/09/2012 Registers: EYR Registered person: Whitehall School Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children explore the garden with confidence, taking safe risks that build their balance, coordination and motor control. Babies engage with sounds and early interactions, showing growing awareness and emerging communication. Toddlers gain confidence in routines and express themselves through songs, play and group activities. Older children identify shapes, use mathematical language and count with increasing accuracy.

p.2

Achievement Expected standard

Children with special educational needs and/or disabilities, and those known to social care, make progress from their starting points. They use visual supports, join focused small-group activities and apply personalised strategies that help them overcome barriers and build confidence. Across the setting, children develop independence through daily routines and strengthen early skills in mathematics, physical development and social interaction. They show curiosity, motivation and readiness for their next stage of learning, including school, demonstrating steady progress across the curriculum.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders typically establish a positive environment where children have secure attachments. Expectations for behaviour are clear and understood by all. Children follow familiar routines, such as self-registration, handwashing and mealtimes, which support their sense of safety and belonging. Babies settle quickly into nursery routines, and staff generally support smooth transitions for sleep and care, helping children feel secure. Toddlers and pre-school children learn to take turns, share and join group activities, developing cooperation and social skills. Staff typically model language and praise positive interactions. They create opportunities for collaborative play around songs, sand and outdoor activities.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with parents and carers to promote punctuality and regular attendance, ensuring that children access the full curriculum and benefit from their learning. Staff consider children's age, stage of development, individual needs and circumstances when supporting behaviour and engagement. At times, daily routines take over children's enjoyment, such as when they are called away to wash hands for lunch or when younger children's group activities are rushed to get to snack time. Leaders recognise the need to review routines to support children's continual engagement in learning, adapting practices to maintain focus, participation and enjoyment throughout the day.

p.2

Children's welfare and wellbeing Expected standard

Children experience effective care routines that meet their individual needs. Staff respond sensitively to babies and young children, providing warm, nurturing care that supports secure attachments. Babies settle quickly and benefit from consistent feeding, nappy changing and sleep routines tailored to their needs. Key persons know children well and support emotional wellbeing through reassurance and gentle guidance. Staff help children recognise, express and manage their emotions, offering comfort during transitions and group times. Children develop self-help skills, for example washing hands properly and following reminders to prevent the spread of germs. Children explore the outdoor area safely, developing balance, coordination and confidence in their physical skills. Staff adapt care and routines to support children with special educational needs and/or disabilities or those who face barriers, ensuring that they feel included and supported. Children form secure

p.2

Children's welfare and wellbeing Expected standard

relationships with staff and peers and develop a well-established sense of emotional wellbeing. Generally, care routines meet individual needs, and staff provide responsive practices. Overall, children are supported to develop physically, socially and emotionally, demonstrating steady progress in health, wellbeing and personal care.

p.3

Curriculum and teaching Expected standard

Teaching in the nursery is typically effective. Staff plan the curriculum to cover all areas of learning and development. Children access activities that support their physical, personal, social and emotional development. Staff intentionally use well-placed furniture to support standing, cruising and early walking. Children push wheelbarrows, climb and explore safely. These activities build balance, coordination and core strength. Staff generally understand child development and adjust learning to meet children's needs. They model language during play, songs and routines, helping children develop vocabulary and communication. Children enjoy singing, take turns and play alongside each other cooperatively. They join familiar routines and feel included. Staff build children's mathematical skills by naming shapes as they make marks in the ground. Older children identify the different shapes that form a whole shape and count the number of sides. Staff model mathematical words such

p.3

Curriculum and teaching Expected standard

as 'circular' and 'side'. They help younger children count by repeating number names and modelling counting during snack time.

p.3

Curriculum and teaching Expected standard

Staff promote children's language through everyday interactions. Children typically develop confidence in speaking and begin to use new words in their play, such as naming objects they see. At times, staff do not fully embed teaching or consistently model language. Their teaching skills are not yet embedded to support children consistently throughout the day. Some sessions are rushed, limiting opportunities to deepen learning. Staff sometimes do not extend children's thinking fully during care routines. Leaders recognise these areas for development and provide guidance, training and support. They monitor teaching and curriculum implementation. They ensure that staff understand the intent of activities and adapt teaching for children with different starting points, including children with special educational needs and/or disabilities or other barriers to learning. Children make progress and participate fully, while leaders continue to embed purposeful, consistent teaching across

p.3

Inclusion Expected standard

Staff build positive partnerships with parents and carers and work closely with them to support children's development. Parents share that communication is well established and that they feel informed about their children's learning and next steps. For example, staff and parents discuss concerns about speech development and work together to identify needs early. Staff support referrals, including for speech and language therapy, which shows they take timely action. Leaders and staff assess children carefully and use this information to plan activities that meet their needs. They adapt teaching so that all children can take part. For example, during shape activities, staff adjust tasks and give additional support, so children remain engaged and successful.

p.3

Inclusion Expected standard

Staff receive targeted training that strengthens their interactions with children. They have recently completed training focused on enhancing communication and language teaching, and they promote children's language through purposeful everyday interactions. Leaders recognise that this practice is still being embedded and are continuing to support staff to ensure that it becomes fully consistent.

p.4

Inclusion Expected standard

Leaders actively support staff through ongoing curriculum training, which has further increased their confidence. Children, including those with special educational needs and/or disabilities, access all areas of the nursery. Staff provide praise and encouragement, which builds confidence and supports participation. Leaders monitor children's progress and review support strategies regularly. They collaborate with other professionals when needed. This helps ensure that children receive appropriate support and continue to make typical progress from their starting points.

p.4

Leadership and governance Expected standard

Since the last independent school's inspection, leaders have begun to work with their local authority to improve the setting. They review leadership, safety and premises, addressing issues highlighted during the previous inspection. Leaders make changes that strengthen day-to-day running and quality of the nursery. They understand the setting's strengths and identify areas for improvement, particularly communication, language and consistent teaching. They identify priorities for improvement and reflect on areas that need further development to ensure that changes embed over time. Leaders take action to address these areas and monitor the impact of changes. They make decisions in the best interests of all children, including those who are disadvantaged, with special educational needs and/or disabilities or face other barriers to learning.

p.4

Leadership and governance Expected standard

Leaders prioritise staff's wellbeing and manage workloads to support professional growth and sustain improvements. They provide training, coaching and guidance, modelling practice to improve teaching and interactions. Leaders strengthen routines and enhance the learning environment, introducing resources, such as a sensory room. They track children's progress and review changes to ensure ongoing improvement, focusing on welfare, learning and staff's development.

p.4

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

Children of all ages experience a warm, safe and nurturing environment where they feel valued. Staff enhance this by actively welcoming families and recognising the importance of their involvement. Staff keep parents and carers informed and involved in their children's learning and development. Staff encourage regular attendance and work with families to support this. Babies settle quickly, and staff respond sensitively to their needs. Care routines are warm and nurturing, helping babies and children form secure attachments.

p.5

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

Babies explore sensory experiences, such as sand, developing early curiosity. Staff support children with special educational needs and/or disabilities, those learning English as an additional language, those who are disadvantaged and those known to social care. They use repetition of routines and activities to build children's confidence and understanding. Staff help children access the full curriculum and take part in the same experiences as their peers. Younger children play alongside and with each other and learn to take turns and to share. Staff support this with gentle praise, helping children form friendships and show kindness. For example, they wait patiently to choose a nursery rhyme card from a bag and smile at each other's choices.

p.5

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

Toddlers show confidence in familiar routines, such as putting on their shoes after group time. They persist and know staff are nearby to help when needed. Children are happy and eager to explore. Babies and children find comfort in familiar staff who know them well. Staff watch for non-verbal cues and respond quickly. For example when children become tired or need a drink, staff support their needs. Children enjoy daily outdoor play. Younger children use well-placed sand trays to support their standing and play together. Staff encourage regular attendance and work with families to support this. Families are kept informed about their children's experiences. Activities reflect children's interests and needs, helping them to develop the skills they need for their next stage of learning.

p.5

Next steps

Leaders should embed their work to enhance the rich-language environment to ensure that improvements are sustained over time. Leaders should consider how staff plan the space and resources, particularly during group activities, so children can succeed and benefit from all activities. Leaders should review routines to support children's continual engagement in learning.

p.5

About this inspection

The inspector spoke with the leaders, staff, children, parents and carers during the inspection.

p.5

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

p.5

Address:

Whitehall School 117 High Street, Somersham HUNTINGDON Cambridgeshire PE28 3EH

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Whitehall School Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8