Thorne Manor Day Nursery

Thorne Manor Day Nursery

Unique reference number (URN): EY456627 Address: Thorne Manor, Holsworthy, Devon, EX22 7JD Type: Childcare on non-domestic premises Registered with Ofsted: 21/12/2012 Registers: EYR, CCR, VCR Registered person: Thorne Manor Day Nursery (Holsworthy) 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

All children make progress and learn the skills and knowledge to support their later learning, including their move on to school. Children play imaginatively and express their ideas confidently to friends and staff. For instance, in the forest school, they pretend to make mud cakes and announce that these will require 13 minutes in the oven, and they whisper excitedly that they can hear fairies.

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Achievement Expected standard

Children show positive attitudes to have a go and resilience to keep trying. They gain increasing independence in their self-care routines. For example, pre-school children put on their coats and hang them on their pegs after use.

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Achievement Expected standard

Children communicate confidently. Two-year-old children eat contentedly but quietly during mealtimes. Staff do not always encourage them to develop their social and interaction skills. Children join in with singing enthusiastically and noisily. They are confident to make choices in group activities, such as what song to sing next. Babies become curious about, and show an interest in, other children. They babble and grin at each other through the window of the playhouse.

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Behaviour, attitudes and establishing routines Expected standard

Staff offer a gradual, flexible settling-in period that meets each child's individual needs. Staff are sensitive and recognise the importance of giving children time to feel comfortable and secure. All children, including new children, feel settled and enjoy their time at the nursery. Children quickly form strong bonds with the warm and friendly staff team.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They share, take turns and, with support from staff, help each other. For instance, when children struggle to carry heavy or large items, staff suggest their friends help, which they do eagerly. Children follow the routines with confidence and listen to the instructions given by staff. Staff are clear about the need to tailor their strategies and the support they provide to children, to help them understand the expectations for their behaviour. However, some children receive less support from staff to develop their social skills during mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

Staff ensure that all children are included and valued. Children are keen to take part and join in with activities and develop a positive attitude to learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance, and as a result, children attend consistently, which supports their early education.

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Children's welfare and wellbeing Expected standard

Children develop a sense of belonging at the nursery because of their close relationships with the staff team and the well-established routines. Staff interact with children in a supportive and respectful manner and provide nurturing care. Their approach helps children to feel safe and secure and reassured that their individual needs will be met. This creates a positive environment where children feel ready to learn.

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Children's welfare and wellbeing Expected standard

Staff teach children how to keep themselves healthy and safe, for example by introducing routine teeth brushing. They invite other professionals to help children understand the importance of oral health. Children have plenty of opportunities to be physically active in the fresh air in the large outdoor areas. Staff promote a healthy and balanced diet. Generally, snack times and mealtimes are sociable occasions, although staff provide less support for the 2-year-old children to speak with each other while they sit and eat together.

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Children's welfare and wellbeing Expected standard

Children develop their independence, such as putting on their coats, hanging their belongings on their pegs and washing their hands before eating.

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Children's welfare and wellbeing Expected standard

Staff teach the 2-year-old children to recognise and manage their feelings. They use a mirror to look at their face and expression and then talk about which emotion this represents. This helps to strengthen their social and emotional development, which staff build on as the children progress through the setting.

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Curriculum and teaching Expected standard

Leaders and staff provide a broad and balanced curriculum, prioritising the fundamental skills. Staff offer a wide range of experiences that reflect children's interests and encourage them to explore and be curious. Leaders and staff plan and implement support for children's mathematical development, although the teaching in this area is inconsistent. Staff sing counting-based nursery rhymes with pre-school children. However, they do not consistently build on mathematical concepts to give children a secure understanding.

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Curriculum and teaching Expected standard

Staff use their assessments of children's progress to identify appropriate next steps for children. They adapt their teaching and the strategies they use to provide more tailored support to help close any gaps in children's learning.

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Curriculum and teaching Expected standard

Staff support children's communication and language development well overall. They model a broad vocabulary, such narrating babies' play using words such as 'scoop', 'pour' and 'squeeze'. Staff working with pre-school children provide support and encouragement for the children to share and discuss their thoughts and ideas.

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Curriculum and teaching Expected standard

Leaders reflect accurately on children's experiences and have ambitious plans to enhance the provision for children. For example, leaders have identified that there is scope to provide more opportunities for pre-school children's physical development, so are making plans to enhance the outdoor space.

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Inclusion Expected standard

Leaders and staff understand their roles and responsibilities to offer tailored support to meet all children's emerging and changing needs. They work closely with parents to identify any barriers to learning and put effective support strategies in place to help children make progress in their development. Leaders and staff have received relevant training to help them use assessments of children to identify emerging needs promptly, including special educational needs and/or disabilities. Leaders and staff provide timely interventions that support children's development and help close any gaps in children's learning. They work closely with parents and other professionals to plan how to help children at the nursery and at home. For example, staff teach parents some signing, which promotes children's communication development. Leaders monitor and review the impact of support plans with staff and parents, to make the necessary

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Inclusion Expected standard

adaptations that benefit children. On occasion, when children's key persons are absent, children who require extra help do not receive the same level of support from other staff to engage them in their play and chosen activities. For short periods, these children watch other children with interest but do not receive the help from staff to enable them to join in.

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Inclusion Expected standard

Leaders and staff work together to decide how best to use additional funding to target children's individual needs. For example, to help children settle into their new room, staff consider their interests in imaginative play and subsequently purchase additional role-play resources. This supports the children to settle in quickly and to play alongside and with others.

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Leadership and governance Expected standard

Leaders demonstrate a clear commitment to providing high-quality education and care. Since the last inspection, they have worked hard to make changes to the nursery's processes, to ensure they work closely with other professionals to keep children safe. Leaders have an accurate understanding of the setting's strengths and weaknesses. They recognise the areas they would like to develop further and they put the individual needs of children at the heart of their decision-making. For example, they recognise how to use additional funding to target individual children's needs and proactively apply for additional funding to help them provide necessary adaptations for children. Some minor weaknesses in the teaching of mathematics and communication and language, and in the key-person arrangements, impact the consistency of the quality of education for children.

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Leadership and governance Expected standard

Leaders place importance on giving new and inexperienced staff time to understand their responsibilities and develop their skills. Leaders provide effective support and coaching for staff for their professional development. For example, they plan to support new staff with behaviour management strategies, to develop their confidence and skills and to promote consistency across staff's practice. Staff feel they are valued and supported in their work by leaders and comment on the high morale.

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Leadership and governance Expected standard

Leaders and staff work hard to develop secure partnerships with parents and share relevant information with other settings and professionals. Staff provide guidance to parents, ensuring that the nursery and home provide consistency for children.

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Compulsory Childcare Register requirements

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

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Register

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

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Voluntary Childcare Register requirements

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

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Register

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

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

All children, including children new to the setting, quickly settle into the routine of the day. Staff's interactions are warm and caring. Staff provide children with lots of praise for their efforts and achievements and are sensitive to children's individual care needs. They ensure that information about children is shared effectively when children transition between rooms. They purposely plan a slow and gentle introduction to help children feel comfortable in their new surroundings. Staff's positive and playful relationships with the children help children to feel secure and encourage them to become independent learners. Children pretend to be a chef and make 'dinner' for their key persons, showing the affection and bond between them.

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

Staff adapt the curriculum to meet children's specific needs and implement support plans for children who benefit from extra help. Through their assessments and information obtained from parents, staff know children's starting points. This enables them to monitor children's progress and plan how to help children build on what they already know and can do. Staff know the children well and have a secure understanding of how children learn. For example, they show babies how to squeeze bottles of coloured water, and then narrate the process and praise the babies when they try. After perseverance, babies succeed and enjoy making marks on different surfaces using the coloured water. Staff are friendly and very playful, and they frequently join in with children's games when invited. This positive role modelling motivates children to express themselves playfully, creatively and confidently.

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

Children are supported to recognise their feelings and emotions and to behave in line with staff's expectations. When children fall over and are not upset, staff check in with them and provide reassurance but give the children time and space to work out how they feel. The children often request a quick cuddle from staff, which the staff accommodate, before expressing their readiness to return to their play.

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Next steps

Leaders should support staff working with the 2-year-old children to provide more consistent support for children's speech and language and social skills during mealtimes. Leaders should strengthen staff's teaching of mathematics to extend children's knowledge and skills about mathematical concepts and vocabulary. Leaders should develop the key-person arrangements to ensure each child receives consistent support for their learning and development before a key person is allocated and when a child's key person is absent.

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About this inspection

The inspector spoke with parents, children, leaders and staff 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

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Thorne Manor Day Nursery (Holsworthy) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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