All Saints Nursery School

All Saints Nursery School

Unique reference number (URN): 2787820 Address: Shirley Hall, Church Street, Whitstable, CT5 1PG Type: Childcare on non-domestic premises Registered with Ofsted: 15/05/2024 Registers: EYR Registered person: All Saints Nursery School

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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

All children, including those with special educational needs and/or disabilities, or those with other barriers to their learning or wellbeing, flourish and make exceptional progress from their starting points. They are curious, busy learners who are excited to come to the nursery to interact with staff and peers. For instance, they thoroughly enjoy listening to staff read a dinosaur book and joining in to count the little dinosaurs on the page. Children develop a love of books and reading, which helps expand their vocabulary. They are learning to be confident communicators who make tremendous progress across all areas of learning.

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Achievement Strong standard

Children develop their imagination and curiosity. They excitedly engage with the wealth of tactile resources to support their sensory development and fine motor skills. For instance, the children enjoy using their hands and a range of tools to make their beach pictures. The children use sticks to represent boats and straws as tunnels in the sand. They enjoy the feel of paint on their hands and experiment with colours and textures, exploring the different shades they can create by mixing the blue and yellow paints.

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Behaviour, attitudes and establishing routines Strong standard

The leaders have established a calm, respectful environment where children understand and follow clear expectations. Routines are consistent, and staff have built warm and trusting relationships with the children. Consequently, the children's behaviour is impeccable; they are kind, caring, and eager to help. For instance, they help their friends collect water to create a moat in the sandbox. Staff remind children about how to keep themselves and others safe. For example, they remind the children to try not to flick sand in case it gets into someone's eye. In all areas of their play and daily routines, children cooperate well and demonstrate care for others, reflecting the strong culture of respect embedded in the nursery.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children in recognising their emotions and learning to deal with their feelings. Staff support them as they learn to share and take turns. For instance, children use sand timers and know when the sand is at the bottom, it is their turn on the spinning seat. Staff deploy themselves highly effectively across all areas of the nursery. They are vigilant, allowing all children, including those with special educational needs and/or disabilities, and those who face barriers to learning, the freedom to explore and make independent choices in their play. Staff are exceptional role models who listen to children and value their contribution to conversations.

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Behaviour, attitudes and establishing routines Strong standard

The leader understands the importance of working with parents to maintain regular attendance and recognises the benefits this has for each child's development.

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Children's welfare and wellbeing Strong standard

Staff place children's physical and emotional wellbeing at the forefront of their practice. They offer all children, including those with special educational needs and/or disabilities, and those who face barriers to learning, a safe and nurturing environment where they can investigate and explore. For instance, children collaborate with the staff to build a boat in the garden so that they can sail around the world. Staff are highly skilled at supporting children in developing their social skills, building their confidence, and ensuring their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

The leaders and staff have strong partnerships with parents to help ensure that children have healthy, nutritious meals throughout the day. Staff are aware of children's dietary requirements and understand the importance of being very observant when children are eating to keep them safe. Additionally, staff recognise the importance of good oral health and invite visitors, such as dentists, into the nursery to speak with the children.

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Children's welfare and wellbeing Strong standard

Staff support children in gaining a sense of belonging at the nursery. They ensure that children understand the importance of washing their hands before eating and after using the toilet to promote good personal hygiene. Lunch times are a social occasion; the children collect their lunch boxes before finding their names at the table. Children are familiar with the daily routines, and staff support them as they develop their independence and learn to do things for themselves.

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Curriculum and teaching Strong standard

The leaders and staff are highly skilled at planning a sequenced curriculum that seamlessly incorporates children's interests and next steps. Staff confidently follow children's ideas as they expand their play. For example, the children excitedly talk about where they are going on the boat they have built with the staff in the garden. They get pens and paper out to draw a map and explain to the staff how to get there. Staff ensure all 7 areas of learning are promoted, with a focus on children's independence. Staff quickly identify when activities need to be adapted to ensure they support children's different stages of learning and development.

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Curriculum and teaching Strong standard

Mathematical learning is supported in everyday play. For example, staff encourage children to count the fish and ducks they have caught in their fishing nets. At snack time, staff talk to the children about cutting their bread slices in half before buttering them.

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Curriculum and teaching Strong standard

Staff teach children about the world around them. For example, children attend Forest school and learn about how to care for nature. Staff recognise the importance of teaching children how to care for the environment, including recycling and changes they can make to protect the planet.

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Curriculum and teaching Strong standard

Staff support children as they develop their communication and language skills. They introduce new words, such as 'moat, 'as the children build a channel in the sand before pouring water in. Staff interactions are consistently high quality, as staff join in children's conversations and draw on prior knowledge of the children to expand and engage them. For instance, they discuss visits to the children's new school to support transitions. Staff use fun games to support all children, including those with special educational needs and /or disabilities and those who face barriers to learning. For instance, they plan small-group activities in which children take turns naming the pictures on the cards to develop their language and social skills.

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Inclusion Strong standard

The leaders and staff are committed to ensuring children receive the support they need to ensure they settle into the nursery. They have an in-depth understanding of each child and home circumstances. Leaders and staff are highly skilled at identifying and assessing the support children require and put in place personalised plans to ensure that all children, including those with special educational needs and/or disabilities and those who face barriers to learning, receive the support they need to make progress and reach their potential. For example, staff use picture boards effectively to support children's communication and language development. Staff make outstanding use of individual and small-group activities to support children in developing their listening and social skills. For instance, they introduce fun activities, such as circuits, to engage children and focus their attention.

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Inclusion Strong standard

There is a real sense of community within the setting. Leaders work closely with parents, colleagues, and external agencies to accurately assess children and provide targeted support. This enables staff to provide a well-coordinated approach to meeting all children's needs. For instance, they have regular discussions with parents to support home learning and to provide continuity of care and learning, further helping all children succeed.

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Leadership and governance Strong standard

The leaders are passionate about providing children and their families with a nurturing, high- quality nursery that puts them at the centre of everything they do. The leaders constantly reflect on the service they provide and work with staff and families to make improvements. For instance, they have recently updated the children's online assessment app to help centralise documents and improve communication with parents. The leaders work with the trustees and staff to ensure the service they provide meets the needs of the families and children.

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Leadership and governance Strong standard

There is a very well-established staff team that feels incredibly supported by the leaders. They receive regular supervision and have opportunities to complete focused training courses. For example, they have recently completed training focused on supporting children's physical and emotional development and helping children become skilful communicators. The ongoing professional development opportunities helps ensure staff continually enhance and maintain the high-quality teaching they provide. The leaders are very aware of the need to keep staff workloads manageable and to give due attention to staff's emotional and physical wellbeing.

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Leadership and governance Strong standard

The leaders ensure that the nursery is at the heart of the community. They have formed very positive relationships with parents and other professionals to ensure that all children, including those with special educational needs and/or disabilities and those who face barriers to learning, receive the support they need. The leaders make excellent use of the additional funding they receive. For example, they have purchased extra sensory resources to support children's listening and attention skills.

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

Children thrive in a very well-organised, warm and welcoming environment. They form close and extremely secure relationships with staff who have a detailed knowledge of each child. Children are excited to investigate and explore the wealth of resources and activities. For example, there is lots of laughter and giggles as the children name the dinosaurs and tickle the Tyrannosaurus Rex's tummy with a leaf. There is a real focus on ensuring children have fun and are engaged as they learn. Staff consistently model and use repetition to support children's communication and language development. Children are motivated to learn and make rapid progress from their starting points.

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

Children are keen to take on new challenges as they develop their problem-solving skills. For example, they try to make the small plastic duck travel down the length of the guttering. They work out that pouring lots of water down the guttering makes it slowly move. The children are delighted when the duck eventually reaches the end and splashes into the water tray. Staff skilfully guide and nurture children's learning, making focused use of praise to celebrate children's perseverance and achievements.

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

Outside play is a high priority, and children have a wide range of opportunities to play in the garden and participate in extracurricular activities such as Forest school and yoga sessions. Staff are extremely vigilant as they supervise children to maintain their safety while allowing them to take managed risks in their play. Children understand the importance of making healthy choices and learn about the benefits of exercise on their physical and emotional wellbeing.

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

The children strengthen their fine motor skills as they explore a range of media and materials. For example, they mould play dough into balls and tubes to make happy and sad faces. Staff are extremely supportive and ensure that all children, including those with special educational needs and/or disabilities, and those who may face barriers to learning, are fully included in every experience.

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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 any 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 they may care for in the future.

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Address:

Shirley Hall, Church Street Whitstable CT5 1PG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: All Saints Nursery School

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 04:30

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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, the special educational needs coordinator, designated safeguarding leads, parents and children, and read letters of reference from parents and other professionals 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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