Jenny Wren Nursery School

Jenny Wren Nursery School

Unique reference number (URN): 2750686 Address: Jenny Wren Nursery School, Emmanuel Church, Upperton Road, Eastbourne, BN21 1LQ Type: Childcare on non-domestic premises Registered with Ofsted: 30/08/2023 Registers: EYR Registered person: Emmanuel Church Council Committee

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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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Behaviour, attitudes and establishing routines Strong standard

Children benefit from a calm, nurturing setting where every child is valued. When minor disagreements happen, staff gently guide children to resolve differences easily. Children spontaneously use sand timers independently to help them wait their turn.

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Behaviour, attitudes and establishing routines Strong standard

Staff offer an environment where each child feels extremely valued and able to express how they are feeling. Children confidently talk about the emotions they are experiencing, and staff sensitively help children to manage these feelings. Children communicate with each other in a mature way. They listen attentively, value what each other says, and negotiate fairly as they play. For instance, as children play with a long cardboard box, they work out together how to take turns in crawling through the box using a one-way system.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate real kindness and respect for each other. New children are quickly welcomed into the group. Children are keen to develop friendships, and they show genuine care and concern for others. Staff provide routines that are organised incredibly well. This supports children to feel especially calm and settled. Children attend regularly, as leaders work extremely closely with parents to help them understand why this is important.

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Children's welfare and wellbeing Strong standard

Staff take time to get to know every child and family. Children form strong relationships with the staff, and this helps them to settle quickly and to feel safe at nursery. Leaders work closely with parents to agree a settling-in process that is individual to every child and family. This helps to build strong levels of trust, and parents say how much they appreciate this.

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Children's welfare and wellbeing Strong standard

Staff use their strong relationships with families to quickly identify any issues that may impact on a child's wellbeing. Staff and parents work closely together and agree consistent strategies. The key-person system works particularly well, and children look to the familiar staff for guidance and reassurance when needed. Children are confident to explain how they are feeling, and they know that staff will help them and comfort them.

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Children's welfare and wellbeing Strong standard

Children develop strong levels of independence. They make confident choices, and staff value their input. For instance, when staff make simple changes to the nursery environment, they include children in the process. Children make their own suggestions, and staff reorganise the space to take account of children's ideas. This builds children's confidence and enables them to develop a strong sense of belonging within the nursery.

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Inclusion Strong standard

Leaders and staff are fully committed towards providing an inclusive setting. Staff work closely with parents to assess the personal needs of every child. This helps staff plan a programme of learning that is skilfully matched to individual needs. Targeted, precise next steps are planned so that every child achieves well from their different starting points. Gaps in children's learning close rapidly. This focused form of assessment means children receive

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Expected standard

the help they need promptly, and any potential barriers to learning are quickly reduced. For instance, leaders work closely with parents to improve children's attendance, when needed. This means children attend more regularly and benefit from the full programme of learning.

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Expected standard

Leaders use funding wisely to target gaps in children's learning. The curriculum is enriched through additional outings and visits that broaden children's experiences. Staff training is prioritised so that teaching is developed and matched more precisely to what individual children need. This is particularly evident when staff are supporting children who need some extra help with their learning. Leaders work closely with parents of children with special educational needs and/or disabilities to prepare formal assessments. They work extremely well with other professionals to make considered decisions about children's progression on to school. This ensures each child's positive learning journey continues into the next phase of their education.

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Leadership and governance Strong standard

Leaders have a shared commitment towards offering provision that meets every child and family's needs. The leadership team sets high expectations of themselves and the children who attend. Members of the team work closely with the local community to offer families the support they need. Precise and ongoing monitoring of the setting makes sure that no family becomes vulnerable or that children slip behind in their learning.

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Leadership and governance Strong standard

Leaders continually monitor the provision and set challenging ongoing targets for future development. The leadership team is decisive and takes appropriate action promptly to make improvements. Members of the team work together effectively to consistently adapt provision to what local families need.

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Leadership and governance Strong standard

Leaders clearly understand what is working well within the setting, and they monitor the quality of provision closely. They recognise the importance of staff training and prioritise this accordingly to ensure teaching practice continually improves. Leaders recognise that highly effective teaching is not yet fully embedded. Staff wellbeing is given the highest priority. Leaders are supportive and responsive to what staff need.

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Leadership and governance Strong standard

Leaders meet with staff regularly to review practice and discuss any ongoing practice matters. High priority is given towards safeguarding practice. The expertise of the leadership team is used extremely well to thoroughly review procedures and make ongoing improvements.

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Achievement Expected standard

Overall, children achieve well. This includes children with special educational needs and/or disabilities, as teaching is adapted appropriately to meet their needs. Children develop effective ways to communicate, and the promotion of language is given high priority within the nursery. Children confidently use their mathematical skills as they play. For instance, they talk about the box they are playing with being 'long' and use tape measures to check its size.

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Achievement Expected standard

Children use the newly developed garden area with excitement. They enjoy making creations in the mud kitchen, and they learn to share and take turns as they play together. Children develop confidence and independence as staff encourage them to try things by themselves. For instance, they help to prepare their snacks, and they become competent in putting on their coats and shoes, ready to go outside. These skills prepare them well for future learning, including school.

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Curriculum and teaching Expected standard

Leaders deliver a broad and balanced curriculum that covers all areas of learning. The developments made to the garden have significantly increased the range of learning opportunities for children. Plans are in place to improve this further, particularly in relation to increasing the existing provision for children's physical development.

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Curriculum and teaching Expected standard

Leaders quickly identify children who may face barriers to their learning. They work effectively with parents and other professionals to provide a programme of learning that is individual to each child. Relevant targets are set that are focused in areas children need extra help with. Assessment arrangements are robust so that every child makes progress from their individual starting points. Leaders prioritise staff training to make continual improvements to the quality of teaching and the learning opportunities available to every child. They recognise further work is needed to ensure high-quality teaching is fully embedded.

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Curriculum and teaching Expected standard

The language-rich environment enables children to hear words clearly as they play. Staff narrate what children are doing and help children link words with actions. Children learning English as an additional language, and children with special educational needs and/or disabilities, are supported well to develop their communication skills. Staff use different approaches, such as signing and visual cues, and children use these tools well.

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Curriculum and teaching Expected standard

Staff give high priority towards promoting children's social skills and helping them to form emotional resilience. Activities are planned carefully to encourage children to play alongside one another and in small groups. Staff work closely with children and teach them how to share, take turns and develop respect for others.

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

Leaders have created a nurturing and welcoming environment. Staff greet children warmly and are very attentive to their different care and learning needs. Children gain greatly in confidence and independence. They know the environment well, as they have been fully involved in the design of the layout of their classrooms. For instance, when children need resources, such as scissors or writing materials, they know exactly where to find these and help themselves. Children show genuine interest and excitement for learning. Staff make learning fun and engaging. For example, when talking about jellyfish, children use their natural curiosity to ask, 'Do jellyfish have eyes?' Staff respond positively and help them to find the answer.

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

Staff play alongside children and capture children's imagination. For instance, when children show interest in the sounds letters represent, staff organise games to help children develop a deeper understanding of simple words and initial sounds. Staff gently introduce children to early word formation in a fun, practical way. Staff use the outdoor area and outings to enrich children's learning. Regular visits to local places of interest, such as shops, parks and the library, help to broaden children's experiences. Ongoing improvements being made to the garden mean children benefit from a wider selection of resources to extend their learning. For example, children enjoy digging, balancing and using wheeled resources. These opportunities enable children to move in a variety of ways to strengthen their large core muscles.

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

Staff fully involve parents in their children's learning. They invite them to regular events and keep them updated about what children are learning and what they have planned next. The importance of regular attendance is fully understood. Parents appreciate the ways in which staff support their children and build their confidence to learn. All children, including those with special educational needs and/or disabilities, are warmly welcomed and included in all aspects of nursery provision.

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Next steps

Leaders should continue to sharpen the focus on professional development for staff to further improve the quality of teaching overall.

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About this inspection

The inspector spoke with the manager, who is also the nominated individual, members of the registered committee, staff and parents 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:

Jenny Wren Nursery School Emmanuel Church Upperton Road Eastbourne BN21 1LQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Emmanuel Church Council Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 14:00

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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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3 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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