Chearsley and Haddenham Under Fives (Haddenham)

(Haddenham)

Unique reference number (URN): 2782486 Address: Scout and Guide Centre, Banks Road, Haddenham, HP17 8EE Type: Childcare on non-domestic premises Registered with Ofsted: 01/03/2024 Registers: EYR Registered person: Chearsley and Haddenham Under Fives

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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 Strong standard

Children make highly effective progress from their starting points across all areas of the curriculum. All children, including those with special educational needs and/or disabilities and others who face additional barriers to their learning, benefit greatly from staff's consistent tailored teaching. Children of all ages maintain focus during group activities, outdoor exploration and independent play. They show high levels of curiosity and confidently draw on their previous learning to solve problems. For example, when playing with water, children experiment with different objects to block the flow so that they can continue their play. They develop into confident, resilient and logical thinkers.

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Achievement Strong standard

The atmosphere is rich with purposeful exchanges between staff and children, who respond with a clear appetite to learn new things. Children's vocabulary widens rapidly as they engage enthusiastically in daily songs, recall story events from familiar stories and encounter creative language during play. Even the youngest children repeat phrases from 'the three little pigs' with accuracy and expression. Older children extend their understanding further when staff skilfully introduce new words, such as 'dam', and then explain how beavers build dams in real life. This not only strengthens children's vocabulary but also deepens their knowledge of the wider world.

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Achievement Strong standard

Through high-quality interactions and well-planned experiences, children develop confidence, increasing curiosity and a secure foundation of knowledge and skills that prepares them well for their future learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work collaboratively with parents and carers to secure high attendance and punctuality. They know their community extremely well and adapt their approach to meet the evolving needs of families. For example, leaders use additional funding to increase sessions for those children who face barriers to their learning. This ensures these children benefit highly from consistent, individualised teaching that accelerates the narrowing of gaps in their development.

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Behaviour, attitudes and establishing routines Strong standard

Clear expectations are shared from the start, and staff now rarely need to remind children of the familiar rules and boundaries securely in place. Children, including those with barriers to their learning develop positive behaviour through their warm relationships with staff, well- structured routines and purposeful learning that takes place the whole day. This ensures children feel safe, valued and ready to learn at every opportunity.

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Behaviour, attitudes and establishing routines Strong standard

Even the youngest children quickly understand what is expected of them through the consistent language used by staff and older children. As a result, all children move with confidence and freedom between activities indoors and outdoors, showing high levels of independence and a growing sense of responsibility. This is evident when children help staff set up the snack table. They take immense pride in their efforts, frequently stepping back to check that everything is correctly arranged. Children listen carefully to instructions, take turns with maturity and show genuine consideration for others.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are firmly placed at the centre of the setting's work. Leaders and staff are passionate about making a meaningful difference to children's experiences, and they achieve this with great success. Trusting and respectful relationships with key persons give children the confidence to thrive socially, emotionally and academically. Knowledgeable staff competently enhance children's sense of self-worth, helping them understand that perseverance leads to further improvement. To support children's emotional development further, leaders and staff implement calming techniques. For instance, they encourage children to lie on the grass in the nearby park and use their imaginations to describe shapes and objects in the clouds. These extremely positive qualities are embedded in children and equip them well for life-long learning.

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Children's welfare and wellbeing Strong standard

Children are supported effectively to understand how to keep themselves healthy through exercise, a nutritious diet and effective hygiene routines. Younger children, as well as those new to the setting and those who speak English as an additional language quickly learn what is happening and what will happen next. For example, when they see the snack table being prepared, they independently approach staff and gesture that they need to wash their hands. From the outset, children are encouraged to be fully independent and show confidence in managing their own self-care.

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Children's welfare and wellbeing Strong standard

Children learn about people who play vital roles in their community. For instance, parents and carers contribute by helping to build a wooden garden den, which staff then regularly transform into an inviting space linked to current learning themes. This area is very popular with children, who smile, giggle and engage with their friends and staff as they role-play. Staff know children's unique personalities extremely well, and work proactively to support them to understand and manage their feelings. Their highly responsive approach helps children build resilience and secure personal and social skills effectively.

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Curriculum and teaching Strong standard

Leaders strategically design a well-structured curriculum that is precisely tailored to children's interests, needs and abilities. They ensure staff have a secure understanding of the progressive curriculum and an in-depth knowledge of child development. Leaders support staff to plan effectively for progression, enabling children to revisit and deepen essential knowledge and skills as they move through the setting. Regular meetings between leaders and staff ensure children's assessments are reviewed carefully, checking how well each child is developing and identifying what they need to learn next.

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Curriculum and teaching Strong standard

The learning environment is extremely well organised and promotes purposeful exploration and problem solving. Writing opportunities are thoughtfully set up across the indoor and outdoor areas, resulting in children showing a keen interest in recording their marks. Staff consistently respond to spontaneous moments in children's play and skilfully move learning forward. For instance, while children locate areas of the garden on a treasure map, they hear and use positional language, which promotes their mathematical development around space. Each child's existing knowledge and skills is carefully considered, where staff ensure learning is well matched and meaningful.

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Curriculum and teaching Strong standard

There is a rich focus placed on language development. Leaders recognise the importance of immersing children in stories and have worked effectively with staff to implement highly stimulating, story-based activities. Staff use high-quality texts, stories, poems, songs and props to introduce new vocabulary and help children use it confidently. For example, the newly acquired garden den has been transformed into an inviting role play space for, 'the three little pigs', complete with real objects. Staff join children's play and expertly link their actions to events in the story. Intertwined with these high-quality interactions each member of staff recognises opportunities to teach early mathematical concepts, such as children counting small amounts of pieces of fruit at snack time and encouraged to 'add one more'.

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Inclusion Strong standard

Leaders and staff work tirelessly to create an inclusive, nurturing environment where every child feels welcomed and valued. Staff complete precise and regular checks that help them identify emerging gaps in children's development quickly. When concerns arise, they respond swiftly and effectively. Drawing on leaders' expert knowledge and external specialist advice, staff work closely with families to plan clear, achievable next steps. This coordinated approach enables children, including those with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care, to engage purposefully in their learning at the setting and at home.

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Inclusion Strong standard

The ambitious curriculum is thoughtfully adapted for all children to succeed. Leaders train staff to use visual prompts, targeted small group work and tailored resources to strengthen children's communication, confidence and independence. Additional funding is used precisely to support individual children who are eligible for it. For example, high-interest games are purchased for children who speak English as an additional language, as well as others identified with speech delay. As a result, these children make increasing progress and, within a short time, can correctly name colours of different objects in English. Children with barriers to learning thrive in an environment that offers experiences they may not have encountered before, such as growing vegetables in the setting's garden. Staff skilfully adapt activities so that these children benefit fully. For instance, picture cards showing quantities of fruit help children understand how many pieces they can take for their

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Inclusion Strong standard

snack. Some children have only recently joined, initially unsure of routines and expectations. Through consistent, sensitive support, they now follow these routines with impressive confidence and independence.

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Leadership and governance Strong standard

The highly knowledgeable and experienced leaders demonstrate a firm commitment to providing the very best care and education for all children. They are highly reflective and have an accurate overview of the setting's strengths and areas for improvement. Leaders continually review, refine and adapt the provision to ensure it remains at a consistently high quality. Additional funding is used effectively to support those children who receive it, such as purchasing high-interest games that successfully enhance children's vocabulary.

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Leadership and governance Strong standard

Leaders rigorously monitor staff practice and identify personalised professional development opportunities. This helps to ensure that the delivery of the curriculum remains consistently effective and continually evolves to suit the needs of children. They instil immense confidence in staff and support them well to manage their workloads. Staff thoroughly enjoy working at this inclusive setting and feel valued and supported. Consequently, morale is extremely high, creating a warm, calm and productive environment for staff and children.

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Leadership and governance Strong standard

Leaders have a deep understanding of the potential barriers that may affect children's learning. They work very closely with staff, external professionals and families, providing expert guidance, targeted support and effective strategies to ensure every child makes the progress they are capable of at the setting and at home.

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Leadership and governance Strong standard

Leaders work proactively with families to fully understand their individual circumstances to provide the best support for their children. For example, they implement personalised transition programmes with the schools that children with special educational needs and/or disabilities are going to attend. They are highly effective at ensuring that all children thrive in their learning and development, setting them up for future success going forwards.

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

All children truly thrive in this highly inviting and vibrant setting. They arrive with excitement, ready for their day ahead. They are greeted by friendly, cheerful staff as they put away their belongings and begin exploring the inspiring opportunities on offer. Children move confidently and purposefully between the indoor and outdoor environments, demonstrating a secure sense of belonging. The well-embedded key person system ensures children's wellbeing remains central to practice. Children readily seek support from staff, who respond sensitively and with genuine care. As a result, children are confident, and display high levels of curiosity, independence and sustained engagement.

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

All children, including those who face disadvantage, have special educational needs and/or disabilities, or speak English as an additional language are provided with an ambitious and inclusive curriculum. They follow their interests, listen attentively to staff and play cooperatively with their friends. The thoughtfully designed curriculum is tailored to children's needs, with a solid emphasis placed on developing communication and language skills. Children are immersed in traditional tales, recalling story events with ease as skilful staff extend their thinking. For example, when exploring 'the three little pigs' story, children build houses from straw, sticks and bricks and test the strength of each by blowing them down. This playful investigation deepens their understanding of the story and encourages problem- solving.

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

Mark making opportunities are thoughtfully placed throughout the setting, enabling children to record their ideas using symbols and marks they remember. Children who speak English as an additional language make rapid progress in acquiring new vocabulary. For instance, they learn words, such as 'long' and 'longer' when comparing drawings of jellyfish with different sized tentacles. Tailored approaches, purposeful strategies are used to narrow developmental gaps and ensure each child continues to excel. Consequently, children gain the knowledge and skills they need for their next stage in education.

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

Children are at the heart of the setting's ethos. They develop a true sense of community as they care for the beautifully maintained growing area, observing vegetables and fruit develop from seed to harvest. Children confidently explain the conditions needed for growth, recognising that light, soil and water are essential. The newly acquired allotment further enriches children's understanding of the natural world through valuable hands-on learning experiences.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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Address:

Scout and Guide Centre, Banks Road Haddenham HP17 8EE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Chearsley and Haddenham Under Fives

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:10 - 15:10,Tuesday,Wednesday,Thursday,Friday : 08:30 - 09:10

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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, parents, children and the special educational needs coordinator 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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