Robjohn Nursery School

Robjohn Nursery School

Unique reference number (URN): 2789662 Address: Robjohn Nursery, Robjohn Hall, School Lane, Narborough, Leicester, LE19 2GS Type: Childcare on non-domestic premises Registered with Ofsted: 05/06/2024 Registers: EYR Registered person: Martin, Tessa

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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

Children, including those who face barriers to their learning, or those with special educational needs and/or disabilities, make steady progress from their starting points. Children develop a love of books and strengthen their communication skills through well- planned story and rhyme sessions. They have regular opportunities to practise their physical skills in the outdoor area and during activities, such as balancing on beams and using a bat and ball. However, at times, due to the quality of staff's interactions, children do not fully extend their learning to a higher level. Children are beginning to develop basic mathematical skills. However, they do not benefit from everyday opportunities to explore mathematical concepts further. This means children do not develop their mathematical understanding as well as they could.

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Achievement Expected standard

Children learn the important skills they need to be ready for school. The consistent daily routine supports children to develop confidence and independence. Children quickly learn self-care skills, such as putting on their shoes and coats. They learn to listen, follow instructions and focus during group-time activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have set high expectations for all children's behaviour. Children receive support to develop positive attitudes to their learning and play. Staff are clear about their expectations, taking into account children's age and stage of development. They offer praise to children for making positive choices, such as sharing toys and tidying away. This regular and positive feedback helps children to understand about the behaviours that are expected of them. Children play cooperatively with their friends. For example, they work together to build a ramp for their truck in the garden. Children show concentration during activities they choose themselves, such as searching for bugs outdoors.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to manage their feelings and emotions through daily experiences. When children feel overwhelmed, they receive support from kind and caring staff, who help them to successfully manage and understand their feelings. Children show kindness by sharing toys with their friends and including others in their play. For instance, they invite others to join them in jumping on the mud to make it 'flat as a pancake' and all giggle with delight as they jump up and down together.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have effective procedures in place to monitor children's attendance. They make their expectations clear to parents and carers before children start at the setting. Leaders follow the procedures in place to promote regular attendance.

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Children's welfare and wellbeing Expected standard

Leaders demonstrate a genuine commitment to giving every child the best start in life. Through meetings with parents and carers, and ongoing conversations, staff build a detailed understanding of each child's needs, interests and experiences. They typically use this knowledge to plan learning environments that are engaging, purposeful and tailored to the children who attend. Staff support children's emotional wellbeing well. They understand the importance of secure attachments. Staff work sensitively to help children feel safe, valued and emotionally ready to explore and learn.

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Children's welfare and wellbeing Expected standard

Children have regular access to the outdoor area where they enjoy being physically active. Staff support children as they learn to be safe, such as when using play equipment. For example, staff encourage children to hold their arms wide helping them to balance when walking across the balance beam. This helps children to learn to keep themselves safe as they become increasingly aware of their physical development.

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Children's welfare and wellbeing Expected standard

Leaders share information with parents about the expectations of healthy lunch boxes. They give advice on oral health, as well as carrying out activities to promote tooth brushing to children. Overall children develop an understanding of their health and wellbeing through daily routines and activities. Staff encourage healthy eating, regular handwashing, exercise and discussions about feelings. This helps children to learn to take care of themselves and stay active.

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Curriculum and teaching Expected standard

Leaders have developed a flexible and ambitious curriculum that meets the growing curiosity of children. They spend purposeful time with staff and children, enabling them to identify priorities for continuous improvement. Recent improvements include strengthening support for children's speech and language development through targeted-small group sessions and the increased use of books to enhance children's communication. Leaders also recognise that some aspects of curriculum implementation require further development. For example, while staff routinely encourage children to count and recognise numbers, the teaching of broader mathematical concepts is not yet consistently embedded across the setting. Despite this variability, children typically secure age-appropriate mathematical knowledge.

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Curriculum and teaching Expected standard

Children typically benefit from meaningful experiences that promote their communication, physical development and personal, social and emotional skills. However, some planned activities lack a clear learning purpose. On these occasions, staff do not consistently consider the specific knowledge or skills they want children to gain. This sometimes reduces the effectiveness of their teaching.

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Curriculum and teaching Expected standard

The garden environment has been enhanced to ensure that all children can develop their physical strength and coordination. Children have ample space to explore and move in a variety of ways, such as climbing, balancing and running. Staff use these experiences to strengthen children's large-muscle skills, balance and coordination.

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Inclusion Expected standard

Overall, leaders and staff create an inclusive environment where they identify and support children's individual needs. Staff gather detailed information from parents and carers when children first start. They combine this with their own observations to establish each child's starting points. This helps staff to identify any gaps in children's learning and recognise where adaptations may be needed to reduce barriers to learning. Staff plan activities and experiences that are appropriate for each child's age and stage of development, ensuring they remain engaged and motivated. For example, staff deliver small and ability-based group sessions that focus on developing children's speech and language skills.

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Inclusion Expected standard

Staff use ongoing assessment to monitor children's progress, following an agreed approach to set small and achievable targets. As a result, all children, including those who face barriers to learning and those with special educational needs and/or disabilities, make appropriate progress. Leaders work closely with other agencies and parents to ensure that children who need additional help receive targeted support that meets their individual needs.

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Inclusion Expected standard

Leaders use early years pupil premium funding effectively to provide additional sessions. This enables children to attend consistently and benefit fully from what is on offer. This also helps children to access an inclusive and supportive learning environment.

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Leadership and governance Expected standard

Leaders are reflective and understand their roles and responsibilities. They generally identify priorities for continuous improvement and support staff to implement these, improving their own personal effectiveness. Leaders value their staff team and the importance of their wellbeing. Staff report that leaders are approachable and they feel well supported in their roles. Staff have regular supervision sessions and training opportunities. For example, staff have recently attended Makaton training to help with children's communication. Leaders observe staff practice and discuss their training needs. However, they have not yet explored additional strategies to further enhance the quality of teaching, so that children consistently benefit from the highest standards of learning and development.

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Leadership and governance Expected standard

Leaders are ambitious for all children, including those who face barriers to their learning. They understand the importance of building positive relationships with anyone supporting a child's early life and education, including their parents and carers and other professionals. Parents comment positively on the care and learning their children receive. Leaders develop open and trusting relationships with families. This enables shared approaches to children's learning. This collaborative partnership ensures that children who face barriers to learning receive consistent support, helping them to make progress from their individual starting points.

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

Children are happy at this warm and welcoming pre-school. They confidently leave their parents and carers at the door and quickly settle into the pre-school routine. Relationships between staff and children are warm and nurturing, helping children feel safe and secure. All children, including those with barriers to their learning, form close relationships with their key persons. Staff adapt routines so that children who need it have time to settle, feel secure, and be ready to learn.

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

Children benefit from a curriculum that introduces them to the wide world they live in. For example, children learn about the life cycle of a butterfly through books, activities and real- life experience. Children watch patiently, as the butterflies emerge from their chrysalis station. They learn about their local community through an array of experiences. For example, staff take children on walks to the local park and library to explore the world around them. Children develop an awareness of how to stay safe on outings, as they learn to listen to and follow instructions. Older children are confident and show their increasing independence in a range of tasks. For instance, they manage their personal belongings and care needs, such as toileting and handwashing

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

Children behave well. They understand the pre-school's rules. They display positive sitting, looking and listening skills during group activities, such as story time. Children are confident to answer staffs' questions and accurately recall the parts of a story. Children benefit from regular opportunities to be physically active and play outdoors in the fresh air. They cooperate with staff and their friends as they practise using a bat and ball. Children are enthusiastic learners. They receive support to extend their emerging interests through engaging environments that thoughtfully reflect a range of abilities and learning styles. For example, children who enjoy being creative choose to paint at the easels, while others prefer searching for bugs in the bushes. Staff actively promote children's attendance. They help parents to value the impact that regular attendance has on their children's learning and

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Next steps

Leaders should clearly identify the learning intentions for activities, ensuring that all experiences are purposeful and build on children's individual progress. Leaders should strengthen the curriculum to include explicit teaching that further supports children to embed a range of mathematical concepts. Leaders should ensure that staff supervision effectively builds on their interactions so children consistently benefit from high-quality teaching.

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About this inspection

The inspector spoke with leaders, staff and parents and carers during the inspection.

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Address:

Robjohn Nursery Robjohn Hall, School Lane, Narborough Leicester LE19 2GS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00

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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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2 to 4

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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