Springfield Farm Day Nursery

Springfield Farm Day Nursery

Unique reference number (URN): EY441596 Address: 34 Marple Road, Charlesworth, Glossop, Derbyshire, SK13 5DA Type: Childcare on non-domestic premises Registered with Ofsted: 31/01/2012 Registers: EYR, CCR, VCR Registered person: Springfield Farm Day Nursery Ltd

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 make positive progress in their development while they are at the nursery. Children are curious about their environment and keenly explore the learning experiences available to them. Children of all ages persevere at whatever activity they have chosen to play with. Babies notice the marks they make with paint on paper, and toddlers make deliberate patterns in dough and powders. Pre-school children draw recognisable pictures and include letters in their artwork.

p.2

Achievement Strong standard

Children with special educational needs and/or disabilities respond very well to their personal play plans. Children's speech and communication skills develop incredibly well. They concentrate well when listening to stories and, as they move through the nursery, they can recall more and more complex stories.

p.2

Achievement Strong standard

Children play alongside each other and begin to understand about kindness and sharing right from the start and, by the time they are in pre-school, they have social skills that will benefit them hugely when they start school.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have very clear expectations for children's behaviour. They help children across the nursery to understand this by being consistent in their messages, reinforcing simple rules and acting as positive role models. They treat each other and children with great respect. Children who might struggle to understand about sharing, kindness or taking turns are helped through carefully designed activities, such as a 'friendship bakery'. Staff provide dough to help children to explore kindness. Children make dough cakes that they sprinkle with 'friendship dust', such as ginger or chocolate powder, and talk about how they feel. Experiences such as these create a beautifully calm and supportive environment for children to learn in.

p.2

Behaviour, attitudes and establishing routines Strong standard

Each child has a key person who finds out all about them before they start attending or before they move to a new room. Staff use their knowledge of children to provide familiar resources to help them to settle as quickly as possible and develop trust in their key person.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders have an excellent approach to promoting attendance for children and families who struggle. If children's attendance is not regular or prompt, they work with parents to find out why. They work with families to help children to achieve high levels of attendance. They explain to parents how attending nursery regularly and on time is good practise for when children start school and for their learning and development. Children who may have had a long absence have individually developed schedules to reintroduce them into the rhythm of going to nursery.

p.2

Children's welfare and wellbeing Strong standard

Leaders and staff use the outdoor area highly effectively to support children's emotional development. They know that children relax when they are outdoors, and the sensory garden was developed to meet the specific needs of some children who find comfort in the outdoors.

p.3

Children's welfare and wellbeing Strong standard

Leaders and staff are highly alert to children's need to be socially and emotionally prepared for school. They make sure that as children move through the nursery, familiar resources, such as play dough, are available to provide children with a sense of security to help them to settle into their new environment. Staff create many opportunities for children to be independent and take responsibility. Babies are asked to help to tidy away toys as staff demonstrate what to do. Toddlers know the importance of hand hygiene routines before meals.

p.3

Children's welfare and wellbeing Strong standard

Children show pride in their achievements, and staff praise their efforts, explaining why they are so proud of the child. Older children burst with pride when they are the helper at lunchtime and take their role on with great responsibility, making sure there is enough cutlery and cups for all of the children.

p.3

Children's welfare and wellbeing Strong standard

Children's meals are nutritious and balanced. The chef prepares fresh food to meet the dietary and weaning needs of the children. Staff are highly aware that mealtimes are risky parts of the day and closely supervise children when they eat. When children are sleeping, they are supervised all of the time, and staff check their breathing frequently.

p.3

Curriculum and teaching Strong standard

Leaders have established a curriculum that has a clear focus on children's individual development needs. Right from the start, staff carefully assess the children and find out from parents what the children know and can do. Children all have well-matched next steps in their learning identified. The opportunities they are presented with during their play fully take account of these. Staff skilfully adapt what they offer to incorporate what children are interested in, in the moment. They seize opportunities to introduce new skills or information into play.

p.3

Curriculum and teaching Strong standard

Children of all ages spend a great deal of time learning outdoors. Staff use the outdoor environment creatively to enhance the children's indoor learning experiences. Children spend time in the forest school area where they explore different textures, shapes, smells and uneven terrain. Staff provide children with indoor activities, such as balancing and climbing, to enable children to safely walk around the forest area.

p.3

Curriculum and teaching Strong standard

Staff have high aspirations for the children and do not over simplify spoken English. Across the whole of the nursery, they use a wide range of vocabulary when speaking to the children and explain what words mean to the older children. Babies and toddlers hear lots of repetition of sounds, single words and short sentences to boost their speaking skills.

p.3

Inclusion Strong standard

Leaders promote highly inclusive practice in the nursery. Staff are quick to identify potential gaps in children's learning or development. When this happens, key persons work closely with the nursery's special educational needs coordinator (SENCo) and parents to carry out assessments to obtain precise information. The SENCo then uses this information to devise individual, detailed play plans, which have targets that can be measured. These plans are carefully explained to a child's key person and detail of why and how things should be done are included in this. The SENCo completes regular reviews and keeps parents fully informed about their child's progress.

p.4

Inclusion Strong standard

Leaders and the SENCo liaise closely with the parents and key person of children who receive additional funding for closing development and learning gaps and reducing barriers to learning. They monitor the spending and the impact it has on children. For example, some additional funding has been used to provide an outdoor sensory area. Children who are known to struggle to manage their emotions or who become overwhelmed in some situation become noticeably calmer and more receptive when they have had some time in this area. Funding has also been spent on items to redirect some behaviours to make them into a positive activity.

p.4

Leadership and governance Strong standard

Leaders are very invested in taking the nursery forward. They have developed a cycle of improvement to reassure themselves that they are continuously enhancing staff's skills and children's learning. Leaders closely monitor staff's practice and the impact of the teaching and curriculum on children's development. When gaps or areas for improvement are identified, leaders develop clear and focused action plans to address them.

p.4

Leadership and governance Strong standard

Leaders look out for the particular strengths that staff have and use these to great effect in the nursery. Staff learn from each other's expertise and experience. This has been especially beneficial for children with special educational needs and/or disabilities who have highly individualised support from nursery staff and from the most relevant professionals who can meet their needs.

p.4

Leadership and governance Strong standard

Staff's professional development, wellbeing and motivation are all well provided for. Leaders see the potential in their staff team. Staff are supported to study towards qualifications and their successes are celebrated by the leaders. Staff work hard and successfully reach the ever rising standards that leaders set.

p.4

Leadership and governance Strong standard

Leaders have established clear and professional communication with parents. They make sure that parents receive the outcome of any assessments, such as the progress check at age 2 and regular information about their child. The frequency of this is individualised, especially if children have special educational needs and/or a disability.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children spend much of their time outdoors at the nursery. Whatever the weather, they are suitably clothed and ready to learn through hands-on experiences in the forest school, sensory area and playground. They gleefully greet the nursery's hens, ducks and goats, and from an early age, they learn about the care the livestock needs. Children clearly enjoy their time at nursery and develop high levels of trust in their key person and the other staff in the nursery.

p.5

Inspector:

Joanne Smith Staff value each child's personality and embrace their different needs. Children with special educational needs and/or disabilities have carefully developed individual plans, which staff use to support them to participate in activities and experiences as fully as they would like or is possible. Children grow in confidence and independence because staff give them opportunities to try things out, make mistakes and work out how to do things differently. When children need support, they ask staff for it using words, physical contact or visible cues depending on their communication skills.

p.6

Inspector:

Children's attendance at nursery is regular and prompt, promoting good habits for when they start to attend school. Leaders take account of different family situations and support parents to help them to regain or maintain regular attendance at the nursery for their children by making adaptations.

p.6

Inspector:

Children are safe and secure at the setting because leaders and staff pay careful attention to the environment. Children play with high-quality resources. This, alongside the well- maintained premises, helps to reduce the risk of injuries to children. Children also learn how to keep themselves safe. For example, babies practise moving up and down steps on special equipment in preparation for when the have to negotiate steps when they progress to other rooms in the nursery. Children's health is positively promoted. The menu is varied and nutritious. The chef prepares food using fresh ingredients and is highly aware of any food allergies or intolerances, which she caters for with care and attention.

p.6

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.6

About this inspection

The inspector spoke with the nominated individual, the manager, the deputy manager, the special educational needs coordinator, the staff, the parents and the children during the inspection.

p.6

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.

p.6

Address:

34 Marple Road Charlesworth Glossop Derbyshire SK13 5DA

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Springfield Farm Day Nursery Ltd

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.8

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.8

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.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8