Ashbourne Day Nurseries at Leavesden

Ashbourne Day Nurseries at Leavesden

Unique reference number (URN): 2720154 Address: Leavesden Green Junior Middle & Infant School, High Road, Leavesden, WATFORD, WD25 7QZ Type: Childcare on non-domestic premises Registered with Ofsted: 10/02/2023 Registers: EYR Registered person: Ashbourne Day Nurseries 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

Typically, children achieve well from their starting points. Gaps in children's learning are closing, often quickly, particularly for those with special educational needs and/or disabilities. However, progress is less rapid for children who are bilingual or speak English as an additional language. All children gain important skills that prepare them for their move to school. Children show a love of books. They eagerly choose a book from the setting's lending library to share with their family. Children also look at books independently and with staff and peers from a young age. They point and talk about the characters they see on the pages. All children have a secure level of understanding and confidently express their needs.

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Achievement Expected standard

Older children develop their motor skills, strength, and spatial awareness effectively. Outdoors, they push themselves around on tricycles, jump, and reach up high to pop bubbles. Babies develop core strength and coordination as they negotiate steps and balance on equipment. All children are independent according to their stage of development. Older children confidently manage their own self-care, and younger children have a secure understanding of the importance of a good oral hygiene routine.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are positive role models for children. They provide reassurance, praise, and encouragement during children's play and learning. This helps to raise children's self- esteem and confidence as they develop a positive attitude to their learning. Some staff have completed targeted training to strengthen their understanding of age- and stage-appropriate behaviour. They use this knowledge proactively to adapt their practice and redirect behaviour positively. For example, when babies throw objects, staff channel this into purposeful water play. Babies have a wonderful time as they throw pieces of citrus fruit into a shallow tray of water. They smile and laugh with delight as they splash themselves and the staff. As a result, behaviour is supported, and babies remain engaged in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff follow embedded routines for tidying away resources. All children actively take part with enthusiasm. This fosters respect for their environment. Overall, children enjoy playing together, especially during role play. Staff calmly intervene during children's minor disagreements and remind them of the setting's rules, such as using 'kind hands'. Although, during these moments they are yet to support older children's awareness of their own and others' feelings to prepare them to regulate their own behaviour. Children enjoy playing together, especially during role play. Leaders work collaboratively with parents to help them understand the importance of attendance. They adjust children's arrival times when possible to support them with changes in their lives. This has a positive effect, and children have good levels of attendance.

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Children's welfare and wellbeing Expected standard

Care practices meet the individual needs of children. Staff support children in independently managing their self-care from an early age, such as wiping their own nose. Secure relationships are established through the robust key-person system. Children receive nurturing cuddles from staff who know them well as they become tired or need a little reassurance. Mealtimes are a particular strength. They are calm, social occasions where staff and children of all ages eat together. This supports a sense of community. Children make independent, healthy choices from nutritious and well-balanced meals. They develop strength and coordination as they persevere to use cutlery. Staff enhance children's learning through meaningful conversations about nutrition. They talk about the benefits of eating vegetables and where food comes from. This increases children's understanding of a healthy lifestyle, supporting their wellbeing. Staff provide children with gentle reminders

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Children's welfare and wellbeing Expected standard

about safe behaviours, such as sitting carefully on their seat to develop an early awareness of risk.

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Children's welfare and wellbeing Expected standard

Routines such as sleeping are individualised where staff conduct regular checks for safety. Staff typically support children to recognise and express their emotions through stories and props at specific times during the day. However, staff do not consistently support older children to recognise and manage their emotions, in the moment, during minor disagreements, to help them understand how their actions may affect others. As a result, opportunities to develop emotional understanding and self-regulation are sometimes missed.

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Curriculum and teaching Expected standard

Leaders ensure staff provide a curriculum that is carefully thought out and that embraces children's interests and preferred ways of learning. It focuses on teaching children important life skills. Leaders closely monitor the curriculum's effectiveness and make informed decisions for improvement. Children who have special educational needs and/or disabilities are well supported by staff. Although the same level of teaching for children who are bilingual or speak English as an additional language is not always consistent. Staff's regular assessments of children clearly identify what children need to learn next. However, staff do not consistently provide parents with specific ideas to support their children's learning at home.

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Curriculum and teaching Expected standard

Staff make adaptations to their teaching. For instance, they recognise that some younger children prefer to make marks using their senses. They demonstrate how lines and shapes can be made in foam or cornflour mixed with water. This motivates children to copy, and they develop the small muscles in their hands. Babies learn in a calm and purposeful environment. Staff recognise the importance of not interrupting babies' inquisitiveness. They give time and encouragement to build stability and strength while pushing a small chair to explore the sounds it makes. Staff support older children to understand quantities and weight as they make their own dough. Children show kindness and respect for their peers. They make sure they have enough flour. All staff speak clearly to children and introduce them to new words in context.

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Inclusion Expected standard

Leaders and staff regularly monitor children's progress through ongoing assessments. They typically identify children who may need additional support. However, there are inconsistencies in the quality of practice for children who are bilingual or speak English as an additional language. As a result, gaps in these children's language and social skills do not always close as quickly as they could.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) receive effective, swift, targeted support from staff. Staff work in collaboration with parents and professionals to put in place interventions to help bridge gaps in development. These are consistently reviewed and adapted to ensure that children with SEND continue to make progress from their starting points. Leaders and staff complete specific training, such as sensory processing, to increase their understanding of how to meet the individual needs of children with SEND. This has strengthened their understanding of how sensory needs impact children's behaviour, engagement, and ability to learn. Interventions such as personalised sensory resources and planned regulation opportunities in the sensory room are now embedded in daily practice. This has a positive impact on children's sustained engagement in activities and routines. Leaders and staff gather the necessary information and evidence needed for

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Inclusion Expected standard

referrals to help secure specialist intervention or an education, health, and care plan, in time for children starting school.

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Inclusion Expected standard

Staff work collaboratively with parents to agree on how additional funding is used effectively to assist eligible children. For instance, children grow in confidence and benefit from new experiences as they participate in sports sessions delivered by an external professional.

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Leadership and governance Expected standard

The newly appointed leadership team has worked tirelessly since the last inspection to successfully address the actions raised. They are committed to their roles and are highly reflective of the provision they provide. Leaders demonstrate a clear understanding of the setting's strengths and take decisive action to continue to address areas for improvement. They regularly seek input from staff and parents. This ensures that decisions are always in the best interests of all children, particularly those who are disadvantaged or have special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing, regular supervision meetings, and opportunities for professional development. Generally, training is impactful. Staff complete relevant courses and apply new knowledge to their practice. Staff report feeling well supported by leaders, who foster a positive, collaborative working environment. However, leaders have not yet fully developed staff practice to a consistently high standard. Parents are warmly invited to organised events throughout the year. These provide an insight into their children's experience at the setting and build even stronger bonds with staff and leaders. Parents comment on how they feel valued and that their children adore attending the setting. A positive partnership with the local children's centre is fundamental in supporting families.

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

Children arrive at this welcoming and friendly nursery with enthusiasm. They swiftly build happy and nurturing attachments with leaders and staff. The robust key-person system and effective settling-in processes help children to feel safe. Babies demonstrate a secure sense of belonging. They fondly look at the photos of their family and eagerly share these with the staff. Information gathered from parents before children start enables staff to understand children's unique needs, interests, and any barriers to their learning. Generally, activities are adapted so that all children feel included and benefit from relevant and individual learning experiences. For example, children benefit from time in the inviting sensory room with staff, where they engage in tailored activities that support their individual needs, and time to reset their emotions. This enables them to return to activities more focused and ready to engage

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

with a larger group of children. All children flourish, thrive, and make progress from their starting points. This prepares them for their next stage in learning.

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

Children confidently make independent decisions about what they would like to explore from an enticing range of experiences. Younger children make collaborative decisions about what songs they would like staff to sing. They thoroughly enjoy joining in with the words and actions. Children celebrate each other's achievements by clapping and cheering. This helps to boost their self-esteem and strengthens positive relationships with their peers. Older children demonstrate an understanding that words carry meaning as they engage in role- play. For example, when pretending to be baristas, they show staff the drinks menu, listen carefully to orders, and return to prepare and serve the drinks, demonstrating purposeful communication and understanding. Leaders support parents in understanding the importance of attendance and the impact poor attendance can have on children's outcomes.

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Next steps

Leaders and staff should continue to build on partnerships with parents to provide specific ideas to support children's individual learning at home. Leaders should consider ways to target professional development more precisely to staff's needs so training strengthens practice and improves consistency. Leaders should build on staff practice to support older children to understand their own and others emotions in preparation to self-regulate their behaviour.

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Address:

Leavesden Green Junior Middle & Infant School, High Road Leavesden WATFORD WD25 7QZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Ashbourne Day Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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About this inspection

The inspector spoke with leaders, staff, children 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 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

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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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