Ashbourne Day Nurseries at Fenny Stratford

Ashbourne Day Nurseries at Fenny Stratford

Unique reference number (URN): EY549195 Address: Fenny Stratford, 11-13 Watling Street, Bletchley, MILTON KEYNES, MK2 2BU Type: Childcare on non-domestic premises Registered with Ofsted: 21/09/2017 Registers: EYR, CCR Registered person: Ashbourne Day Nurseries 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

Overall, children make typical developmental progress and are well prepared for the next stage of their learning, including their transition to school. They are confident communicators and increasingly express themselves verbally, clearly communicating their needs and wishes to staff. However, at times, staff do not consistently implement agreed strategies to support children further. In addition, younger children do not always receive the interactions from staff needed to support their engagement and development.

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Achievement Expected standard

Older children engage in activities for sustained periods and demonstrate good levels of concentration. They manage age-appropriate tasks independently, including attending to their personal care needs. Children show that they understand the need to share and wait for their turn. They effectively problem solve together. For example, older children work together and discuss how many more bricks they need to tilt their ramp and make the cars roll down. Children show pride in their achievements and are confident to take on new challenges.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have created a welcoming environment that meets children's needs well. They have reviewed different areas to support children's engagement and encourage exploration. Staff are good role models and children behave well. Staff ensure that children understand the expectations of the setting and adapt their approach when needed. For example, for children with special educational needs and/or disabilities and for children with other barriers to their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff take into account children's age and developmental stages, when planning daily routines and make appropriate adaptations to meet children's individual needs. They understand the importance of play for children and provide long periods of uninterrupted playtime.

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Behaviour, attitudes and establishing routines Expected standard

Staff are extremely kind and gentle and have positive and caring relationships with children. Children seek them out when they need comfort or reassurance. Children have strong relationships with their key person and are very happy in the setting. Information gathered from parents ensures that staff know children well and can meet their needs. Children are supported to work together at activities. For example, older children discuss together what they are going to play and what resources they will need. Younger children play well alongside each other with encouragement and support from staff. Managers promote punctuality and attendance and ensure parents understand the importance of these to support children's learning and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff know all children well, particularly their key children. They gather information from parents and carers when children first start, enabling them to learn about each child's individual needs and follow routines from home. This includes following babies sleep routines. This approach helps children to feel safe and emotionally secure. Staff build positive relationships with children, who clearly enjoy the interactions and comfort they receive. This promotes children's emotional wellbeing effectively. This includes for children with special educational needs and/or disabilities and those with other barriers to their learning.

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Children's welfare and wellbeing Expected standard

Staff establish clear routines that children understand well and ensure that all children have opportunities to develop their independence skills. For example, children manage their self- care needs well, younger children use the tissue station when they need to wipe their noses. At lunchtime, older children self-serve and all children, including the youngest, feed themselves confidently and independently. Staff provide effective supervision, including during mealtimes, which promotes children's personal safety. Children enjoy healthy snacks and meals and have regular opportunities to play outdoors. During play, children learn to share and take turns. Staff recognise children's individual needs and support children's physical skills. For example, they have provided low level equipment for younger children to pull themselves into standing positions and balancing beams for older children to develop their skills. Staff support children to understand how to look after their teeth. Visits from local

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Children's welfare and wellbeing Expected standard

dentists help children to understand about oral hygiene. Staff ensure information is provided to parents and children on the importance of online safety

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Curriculum and teaching Expected standard

Leaders have reviewed the curriculum with staff so that it provides children with a wide range of learning experiences. Staff complete regular observations and assessments to identify children's next steps in learning and development and use this information effectively to support their progress. This includes for children with special educational needs and/or disabilities and other barriers to their learning. At times, staff do not effectively support younger children to engage and remain at activities to further their learning and development. In addition, although strategies are used to support children with special educational needs and/or disabilities, this is not always consistent. At these times children do not benefit from the support needed to provide consistency and development.

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Curriculum and teaching Expected standard

Mathematics is embedded well throughout the provision. Recent training completed by staff has had a positive impact on activities provided for children. For example, older children are highly engaged as they push cars along a track and then identify the numbers they have landed on. Staff add dots to help children count to confirm the numbers. Communication and language is effectively supported. Staff use age-appropriate language with children. They encourage children to extend their sentences by adding an extra word. All children show a love of reading as they gather on carpets and listen intently to the stories staff read.

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Curriculum and teaching Expected standard

Children enjoy exploring the resources and equipment available in the outdoor environment, which supports their curiosity and learning. They develop new physical skills. For example, babies pull themselves into standing positions and enjoy the praise from staff as they take a few steps. Staff support children to understand what makes them unique as staff use words from their home languages. This helps to promote a positive sense of self and an understanding of diversity.

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Inclusion Expected standard

Leaders and staff are committed to their work with children and strive to ensure that all children, particularly those with special educational needs and/or disabilities and those who face barriers to learning, have a positive start to their education. Regular observations and assessments enable staff to identify gaps in children's learning and development and recognise when additional support is required. This enables staff to make personalised planning to support children to make consistent progress. Children's progress is monitored carefully, and strategies used to support them are reviewed and adapted in response to their changing needs. However, the implementation of these strategies is not yet fully embedded and requires further development to ensure a consistently effective approach for all children.

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Inclusion Expected standard

Leaders understand the importance of establishing positive partnerships with parents, carers and other professionals. This promotes a collaborative approach to addressing gaps in children's learning and development. When staff identify areas where children require additional support, they implement strategies such as now-and-next cards. However, the use of these strategies is not always consistent across the setting, and further implementation is needed to ensure that all children benefit from targeted support in a timely and effective manner. However, staff know children well and build trusting relationships with them and provide additional support and comfort when needed.

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Leadership and governance Expected standard

Leaders now have effective oversight of the setting and the care provided for children. They have implemented positive changes and accurately identify further areas for improvement since the previous inspection. For example, leaders have provided training for staff on the effective implementation of the curriculum. However, they recognise that further training and development are required to ensure all staff consistently provide a broad range of activities and experiences that enhance practice and improve outcomes for all children. Leaders acknowledge that further support is needed to ensure that all children's individual needs are met and that all staff understand how to effectively implement strategies to support children further.

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Leadership and governance Expected standard

Staff receive appropriate support to further their professional development. For example, staff have recently completed training to support children with their mathematical development, this has had a positive impact on the planning of activities to support children in this area. However, leaders recognise that at times, staff do not always effectively support younger children's engagement in activities.

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Leadership and governance Expected standard

Leaders and staff work effectively with parents and other agencies to ensure that children receive the support they need as quickly as possible. This includes for children with special educational needs and/or disabilities and for children who have other barriers to their learning. Leaders have strengthened communication with parents and careers, enabling parents and carers to receive up-to-date information about their child's progress and any additional support that may be required. Parents speak positively about the changes that have been made since the last inspection. They report that they are happy with their children's progress and value the communication they receive from staff

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

Leaders have made significant changes since the previous inspection. They have put support in place for staff to ensure the curriculum is understood and implemented effectively to meet the needs of all children. Regular one to one meetings with staff identify training needs and provide opportunities for staff to have the required support needed for them to fulfil their roles. This includes understanding and implementing agreed strategies to support children with special educational needs and/or disabilities and children who have other barriers to their learning. Improved communication with parents ensures they are aware of their child's progress and how they can support this at home. This has had a positive impact on children's progress and parent partnerships.

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

Children arrive happy and excited for their day as they are greeted by friendly staff. Children separate confidently from their parents and are keen to join their friends at activities. Children have positive relationships with staff who know them well. Staff interactions encourage children to remain at activities for extended periods of time. Staff provide suitable challenges for children to extend their learning further. Older children work together to solve problems. All children manage their self-care needs well for their age. Staff are respectful towards children and encourage them to complete tasks independently. Staff celebrate children's achievements which provide children with a sense of pride. Staff know children well, this includes their likes and interests. Staff use this information to support children to engage in activities. Staff adapt communication styles to meet children's individual needs.

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

For example, by using now and next boards to support children's transition between

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Address:

Fenny Stratford 11-13 Watling Street, Bletchley MILTON KEYNES MK2 2BU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Ashbourne Day Nurseries Limited

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Address:

Register(s): EYR, CCR activities. Managers promote punctuality and attendance and ensure parents understand the importance of these to support children's learning and wellbeing.

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Next steps

Leaders must ensure that all children's individual needs are consistently met and that strategies are implemented effectively. Leaders must support staff to provide appropriate support to enhance children's engagement, development and exploration opportunities.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator and parents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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