The Red House Nursery School

The Red House Nursery School

Unique reference number (URN): 223585 Address: The Old Vicarage, Upton Bishop, Ross-on-Wye, Herefordshire, HR9 7UL Type: Childcare on non-domestic premises Registered with Ofsted: 15/04/1996 Registers: EYR Registered person: Curry, Angela Miriam

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 Strong standard

All children who attend this setting make rapid progress from their individual starting points. They are well prepared for the next stage of their learning, including the move on to school. Children are eager to participate in the wide range of innovative and exciting activities. They develop excellent listening and concentration skills. For example, they listen intently to farmyard sounds and can match them to the picture lotto.

p.2

Achievement Strong standard

Children develop their imagination in a variety of ways. They pretend to mend the 'chainsaw' that has broken and say that the blossom that is blowing in the wind looks like snow. Children persevere with tasks, such as building with wooden planks and balancing on logs. Their communication skills are superb, and they can skilfully count in English and French. Children develop a love of books and stories. They take it in turns to read to each other before snack time and recall their favourite phrases with great gusto.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff promote a culture of respect and inclusion for all children. They have high expectations for behaviour and are positive role models. Children are polite and use manners without being prompted to do so. The overall atmosphere within the setting is one of calm. Children work together to sort out any minor disagreements and explain the rules to each other. For example, when children are reading and others want the book, they explain that it is their turn at the moment, but they will share when they have finished.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are confident and enthusiastic learners. They are eager to take part in the vast range of activities that are available to them. They concentrate for prolonged periods of time and develop a positive attitude towards their learning. Their enthusiasm and enjoyment is evident during story time. Staff introduce props they have made to portray the story of 'The Very Hungry Caterpillar'. Children excitedly stick the material food onto a board and count how many items the caterpillar eats. Leaders recognise the importance that regular attendance has on children's learning and this is successfully shared with parents. Parents state that their children want to attend because they enjoy it so much.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised at all times. Children are extremely happy, settled and eager to start their day. They are greeted warmly as they arrive and staff provide a home-from-home environment, where children are nurtured and their individual needs are successfully met. Leaders and staff have an insightful overview of every child who attends and their families. They are quick to recognise and respond to any changes to individual circumstances and to offer any support if needed.

p.2

Children's welfare and wellbeing Strong standard

Children develop high levels of self-esteem. The leader for the day is tasked with jobs, such as helping to take the trolley outside and collecting the eggs from the chickens. Children thrive in the knowledge that they are the 'special person' that day and take their responsibilities seriously. All children receive copious amounts of praise and encouragement, which further enhances their feeling of self-worth.

p.2

Children's welfare and wellbeing Strong standard

Highly established routines help children to feel safe and secure. Children who are settling are provided with loving, sensitive interactions and care to help them settle at their own pace. Children spend the majority of the time outdoors in the fresh air. They undertake daily exercise and know that they eat fruit and drink milk to help them to grow.

p.3

Curriculum and teaching Strong standard

Children benefit from a well-thought-out curriculum that is totally geared to their individual needs. Staff are skilful at adapting the curriculum to meet each child's interests and next steps for learning. They successfully weave high-quality teaching into every activity, to extend and enrich each child's learning experience.

p.3

Curriculum and teaching Strong standard

Children relish the time they spend in the outdoor environment. They know the routines of the day and eagerly rush to choose which log they want to sit on while the register is called. They learn about the natural world and staff intersperse information into conversations. For example, when children talk about the apple blossom, they tell them that the bees need to pollinate the blossom so that the apples will grow. Children learn to care for the chickens and guinea pigs. They hunt for eggs and know that when the egg is still warm it is because the chicken has been sitting on it. They compare the sizes of the eggs they have found and can relate them to which chicken has laid them because the smaller chicken lays a smaller egg. Children's communication and language skills are top priority. Staff continually engage children in conversation and ask well thought out and meaningful questions to encourage

p.3

Inclusion Strong standard

Leaders and staff promote a culture of inclusivity. All children, including those with special educational needs and/or disabilities and those who face barriers to their learning, are respected and their individual needs recognised and met. Skilful and well-thought-out adaptations are made to both the environment and the resources to ensure that all children and their families are able to participate in activities and build relationships. For example, they provide activities for children to do at home, when they are occasionally unable to attend due to medical conditions or when they are in hospital.

p.3

Inclusion Strong standard

Leaders and staff continually monitor and assess children's progress. Where any gaps in learning are identified, they seek advice and support to ensure swift interventions are in place. Leaders and staff work closely with outside agencies and other professionals. They share information and attend specialist meetings to ensure that all children receive the very best care. Leaders and staff work tirelessly to research ways that will enable them to provide additional help for those children who need it. They are highly experienced in providing individual and personalised support for children to ensure that they make the very best possible progress given their individual needs and differing abilities.

p.3

Leadership and governance Strong standard

The setting benefits from a highly established and knowledgeable staff team, who have worked together for over 30 years. They are passionate about providing the very best possible start to children's lives. They continually reflect and adapt the provision they offer to ensure that it consistently meets the ever-evolving and changing needs of the children who attend. Staff cannot speak highly enough of the support that they receive from the leaders. They say that their wellbeing is given the utmost priority and that leaders provide unwavering support for them and also for the local community.

p.4

Leadership and governance Strong standard

Leaders and staff recognise that they need to continually keep up to date with the latest initiatives and changes within the early years sector. They are relentless in their pursuit of knowledge to improve their already superb skills. They attend training and read research papers to ensure that they can implement changes that will help the setting to continue to evolve. Leaders and staff work tirelessly to forge close relationships with other professionals and parents. They share detailed information when children attend other settings and forge close, supportive relationships with parents. Parents cannot speak highly enough of the learning and experiences that their children receive.

p.4

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

Children who attend this setting thrive. They thoroughly enjoy the rich and varied experiences, which enhance their learning as they continually build on what they already know and can do and learn new skills. Much of the day is spent outdoors in the fresh air, which significantly contributes to children's good health and helps them to develop a love of nature.

p.4

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

Children are warmly welcomed as they arrive and are keen to start the day. They know the routines and carefully hang up their coats, before choosing what they want to play with. They chat happily to staff and are eager to involve them in their play and conversations as they talk about their families, their pets and the cows that the farmer has moved into the fields. Children join in the actions as they sing the 'Good Morning Song', and when it is their turn they proudly 'stand up, turn round, touch the ground, reach up high and jump to touch the sky'.

p.4

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

The curriculum is purposeful and adapted to meet the individual needs of each child who attends, including those with special educational needs and/or disabilities and those who face barriers to their learning. Consequently, all children make rapid progress from their starting points. Children are eager to take part in activities, and their overall enjoyment is

p.4

Address:

The Old Vicarage Upton Bishop Ross-on-Wye Herefordshire HR9 7UL

p.5

Address:

Type: Childcare on non-domestic premises

p.5

Address:

Registration date: 15/04/1996 evident. They have fun as they forge friendships and develop skills that will support them in the next stage of their learning.

p.5

Address:

Children learn to safely manage risks as they play. They carefully climb, jump and balance on logs. They know to be careful when they feed the guinea pigs and to be mindful of others when they ride their bikes. Those who may be slightly less confident are given time to watch their peers before they join in. Older children are supportive of the younger children and patiently show them what to do.

p.5

Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

p.5

About this inspection

The inspector spoke with leaders, practitioners, parents and children 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 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. Registered person: Curry, Angela Miriam

p.5

About this inspection

Operating hours: Tuesday,Wednesday,Thursday,Friday : 09:00 - 12:30

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

Strong standard

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

p.6

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.6

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 .

p.7

Urgent improvement

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.7