Sherfield Early Years Centre

Sherfield Early Years Centre

Unique reference number (URN): 2786002 Address: Sherfield School, Sherfield-on-loddon, Hook, RG27 0HU Type: Childcare on non-domestic premises Registered with Ofsted: 16/04/2024 Registers: EYR Registered person: Sherfield School 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 are well prepared for their next stage of learning because they build secure foundations across all areas of development. They develop early communication skills through regular exposure to songs and rhymes. Children build their vocabulary through meaningful interactions. Children receive encouragement to listen, pay attention and speak with confidence. Older children learn to answer questions and share ideas in conversation. Across the nursery, children engage enthusiastically in activities that sustain their interest and support their development.

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Achievement Expected standard

All children benefit from clearly identified next steps that are reviewed regularly to ensure that they gain the knowledge and skills they need. Children with special educational needs and/or disabilities, as well as those who require additional support, receive targeted next steps that reflect their individual needs. Overall, children benefit from a well-organised approach to planning and assessment that enables them to make steady progress. All children typically develop the skills they need for their future learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff work with children and parents and carers with genuine enthusiasm. Children settle quickly. They form warm and trusting bonds with staff. For example, younger children readily reach out for cuddles and reassurance as needed. Children benefit from a structured day that helps them become familiar with routines. However, at times, these routines are not implemented consistently to support smooth transitions, particularly within the older children's rooms, where staff have not organised activities or prepared the environment in advance. Despite this, children show positive interest and engagement in the activities provided.

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Behaviour, attitudes and establishing routines Expected standard

Staff have clear and consistent expectations for children's behaviour. They plan activities that help children learn to take turns and work cooperatively as a group. Any minor behaviours that arise are managed promptly and effectively. Staff act as positive role models. They offer praise, encouragement and gentle reminders about their expectations, such as being polite and careful. Children have clearly formed secure relationships with staff and their peers. For instance, younger children play alongside one another and share resources, such as pens and clipboards in the garden. Older children demonstrate close friendships as they invite others into their play and laugh together while rolling down the grassy bank.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote children's self-confidence well through the effective use of praise and encouragement. Leaders and staff ensure that parents understand the importance of regular attendance so that children can fully benefit from the experiences on offer.

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Children's welfare and wellbeing Expected standard

Staff maintain a warm and caring approach towards children, which helps them to feel safe and secure. Babies and children form positive and nurturing attachments with their key persons. They confidently seek them out for reassurance and support as needed. Staff pay close attention to children's individual routines, ensuring that their personal needs for sleeping, weaning and feeding are consistently met. They follow babies and young children's individual sleep patterns and settle them sensitively. This helps children to feel calm and secure. Staff encourage meaningful conversations with children about their emotions. They help children to recognise, label and understand their feelings.

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Children's welfare and wellbeing Expected standard

Leaders and staff actively promote healthy lifestyles and understand the importance of doing so. Children receive encouragement to wash their hands. They learn why this is essential before eating, helping them to understand how positive hygiene removes germs. Mealtimes are closely supervised to ensure children's safety. Children enjoy the healthy, freshly prepared and nutritious meals, which support their overall wellbeing. However, there is less focus on developing children's deeper understanding of healthy eating and how it supports their long-term health. Nevertheless, children enjoy spending time outdoors. Younger children explore different surfaces that support their balance and coordination. Older children benefit from fixed climbing equipment that develops their strength and physical skills. Staff help children to understand how to take safe risks and give clear reminders, such as not running indoors.

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Curriculum and teaching Expected standard

Leaders have high expectations for all children, which helps ensure that every child is supported to achieve their full potential. The curriculum is carefully designed to equip children with the essential skills they need as they move on to school. There is an emphasis on developing children's language, behaviour and independence. Staff plan a broad range of activities that cover all areas of learning and monitor children's progress closely. This enables staff to identify clear next steps that reflect each child's individual needs and starting points.

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Curriculum and teaching Expected standard

All children benefit from regularly hearing nursery rhymes and sharing books with staff. This helps them to build their vocabulary and develop valuable language skills. Younger children enjoy exploring sensory materials, such as sand and water. Older children show curiosity and enthusiasm as they investigate the outdoor environment, eagerly searching for bugs in the garden. They confidently refer to visual prompts and posters to help identify the creatures they find.

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Curriculum and teaching Expected standard

Staff promote children's mathematical development through counting activities, comparing quantities and simple problem-solving tasks. While teaching is generally effective, some staff do not consistently extend children's learning during ongoing activities. This means there are not consistent opportunities for high-quality and in-the-moment teaching. Despite these minor inconsistencies, children remain happy, engaged and well supported. They benefit from a rich and stimulating learning environment that prepares them well for their future learning.

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Inclusion Expected standard

Staff know children's individual backgrounds and circumstances well. They work closely with parents and carers and any external agencies involved to ensure that children and their families receive the support they need. Leaders provide staff with regular training and updates, so they can identify and support effectively children with special educational needs and/or disabilities, as well as those who may have gaps in their learning. This enables staff to identify children's needs promptly and implement tailored individual learning plans to help children to make continued progress.

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Inclusion Expected standard

Staff provide appropriate support for children who speak English as an additional language and show genuine respect for their home languages. Most staff gather key words and phrases from parents. They use these effectively during everyday play and interactions alongside English. Staff make use of additional resources, such as songs in children's home languages and dual language books. This helps children to feel valued, included and confident in their communication.

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Inclusion Expected standard

Leaders and staff work collaboratively to identify children who may require additional support. They ensure that appropriate strategies are put in place. Leaders and staff also have a secure understanding of how additional funding should be used to enhance children's learning and development. This makes sure staff are well prepared to implement this effectively should any child become eligible.

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Leadership and governance Expected standard

Leaders demonstrate high aspirations for the nursery and have a clear vision for the quality they aim to achieve. They demonstrate a commitment to self-evaluation and have identified clear priorities for development. As a new leadership team, leaders recognise that there are still areas where practice needs further refinement. Nevertheless, improvement is evident, and parents and carers praise the positive changes made so far. A clear action plan is in place and leaders are committed to driving further improvement. Although some developments are still in their early stages, leaders remain focused on sustaining continuous progress across the nursery.

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Leadership and governance Expected standard

Leaders support staff well through regular meetings and training opportunities. Staff report feeling valued and well supported. A well-considered programme of professional development has strengthened staff's skills, improved teaching practice and enhanced the curriculum since leaders took over. While staff have embraced the leader's high expectations, a small number still require support and coaching to reach consistently high- quality practice. Leaders and staff maintain effective partnerships with parents and professionals. Parents speak warmly about the support their children receive and value the team's commitment to their children's learning and development. Staff work closely with the local school to support smooth transitions. They understand their responsibilities towards children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

This inspection was prioritised following the provider notifying Ofsted of a significant event where nursery policies and procedures were not adequately followed. During the inspection, leaders demonstrated the immediate action taken to reduce the likelihood of such an incident occurring again. For example, leaders have improved risk assessments.

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

Children develop a sense of belonging within the nursery. They arrive confidently and separate from their parents and carers with ease. Children show that they feel safe and secure in the environment. Leaders promote regular attendance effectively and encourage families to maintain consistent routines. Staff model positive behaviour, praising children for kindness, cooperation and good manners. This contributes to a calm and respectful atmosphere.

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

Children's language development is supported well through purposeful conversations and opportunities to express their ideas. Staff encourage children to talk about what they are doing, helping to build their vocabulary and communication skills. Children have many opportunities to develop their physical development, from riding bicycles in the garden to climbing large apparatus. They enhance their fine motor skills as they make marks with chalks and pens and take part in activities such as dough 'gym'. These experiences help to strengthen children's hands and coordination.

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

Staff know their key children well and build warm and trusting relationships with them. They understand each child's learning needs and plan appropriately over time to support their progress. Staff monitor children's achievements regularly. Leaders and staff understand their role in closely monitoring each child to ensure that all children, including those who face barriers to learning or wellbeing, are disadvantaged or with special educational needs and/or disabilities are well supported. Leaders and staff work closely with parents and external professionals to ensure consistency in care.

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

All children, including those who face barriers to learning or wellbeing, are disadvantaged or with special educational needs and/or disabilities, thrive in a calm, engaging environment where they remain settled and eager to learn. Transitions are mostly smooth, with only brief dips in learning time. Healthy routines are encouraged, and all children benefit from regular outdoor play. The supportive environment and committed staff team ensures that children make steady progress and experience a positive start to their early education.

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Address:

Sherfield School Sherfield-on-loddon Hook RG27 0HU

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Address:

Type: Childcare on non-domestic premises

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Next steps

Leaders should develop staff's teaching to ensure that they adapt this skilfully in the moment to support children's learning and development even further. Leaders should provide staff with guidance on ways to help children understand the importance of living a healthy lifestyle. Leaders should actively support staff during transitions between activities to ensure that these moments are smooth and well managed, with a deeper focus on responding to children's needs. Leaders should evaluate the impact of mentoring, supervision sessions and any improvements made, so they can build on what is working well and continue progressing towards the highest quality of practice.

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About this inspection

The inspector spoke with leaders, staff, children, parents and the designated safeguarding lead 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received from the provider. The provider will be able to give parents further information about this. Registration date: 16/04/2024

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About this inspection

Registered person: Sherfield School Limited

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About this inspection

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

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

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