Doves View Day Nursery

Doves View Day Nursery

Unique reference number (URN): 2869932 Address: 3 Park View, Moulton, NORTHAMPTON, NN3 7TP Type: Childcare on non-domestic premises Registered with Ofsted: 07/11/2025 Registers: EYR, CCR, VCR Registered person: Jasper's Hope Academy 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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Behaviour, attitudes and establishing routines Strong standard

Leaders create a calm and welcoming environment that supports children's positive behaviour and attitudes. Staff set clear and consistent expectations, which children respond to confidently. For example, staff encourage all children to take turns and share. Older children model these skills by passing the bat to younger children and showing them how to hit the ball. Staff offer consistent praise and encouragement, and children respond very positively to this approach. As a result, the nursery maintains a respectful and nurturing atmosphere. Children interact kindly and cooperatively with one another.

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Behaviour, attitudes and establishing routines Strong standard

Staff implement a consistent daily routine that takes into account children's age and stage of development. They make appropriate adaptations to ensure all children can make the most of uninterrupted play. For example, lunchtimes are calm and well organised. Small groups of children eat together while others continue their play. This allows staff to maintain high- quality supervision and meaningful interactions throughout the routine. This approach ensures that every child remains engaged, supported and able to make the most of their learning experiences.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate an excellent understanding of the daily routines. For example, they independently put on their shoes and coats before going outside to play. Staff are very kind and supportive. When conflicts arise between children, they intervene calmly, helping them to resolve issues and understand how their behaviour affects others. Leaders monitor children's attendance. They work closely with parents and carers to promote the importance of regular attendance and punctuality, offering guidance and support where needed.

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Children's welfare and wellbeing Strong standard

Leaders have created an extremely nurturing environment where children's emotional wellbeing is at the heart of the nursery. Staff know children very well and develop close bonds and deep attachments. Children often seek out staff for a comforting hug. The key- person system is effective in building caring and secure relationships. This helps children to feel safe and settled. Staff patiently support children to manage their frustrations and learn how to interact positively with others.

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Children's welfare and wellbeing Strong standard

Staff are attentive to children's individual care needs. They carry out care practices with kindness and sensitivity. For example, staff are quick to change babies' wet clothing after play to ensure they are comfortable and happy. Staff take time to support toddlers with toilet training. They help them to recognise the signs that it is time to use the toilet and encourage their growing independence. Pre-school children demonstrate confidence in their self-care and hygiene routines. They clearly understand why handwashing is important and how germs can affect their health.

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Children's welfare and wellbeing Strong standard

Staff successfully promote children to be healthy and active. They provide nutritious and home-cooked meals and snacks. Children develop an understanding of healthy choices through activities and mealtime discussions. Children are active all day, freely using the

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Expected standard

outdoor areas to climb, run, balance and move their whole bodies. Staff stay close to help children recognise and manage risks safely, such as taking turns on the slide.

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Inclusion Strong standard

Leaders are highly proactive in identifying the individual needs of children. Their own knowledge and skills enable them to use assessment effectively to recognise children's individual needs and gaps in their learning. Leaders take swift and targeted action. They work closely with parents and carers and other agencies to put appropriate adaptations in place.

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Inclusion Strong standard

Leaders monitor the progress of children, updating targeted plans to promote children's continued development. For example, children who use visual aids to communicate, progress on to using single words to communicate. Staff implement individual learning plans to support children with special educational needs and/or disabilities. This ensures these children make the best possible progress in their learning and development.

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Inclusion Strong standard

Leaders and staff build positive relationships with families and outside agencies. They share training ideas and use consistent strategies, such as sensory tools, to support children. This gives children a consistent and joined-up approach to their care and learning. Staff assist families with education, health and care plans to secure long-term adjustments. They work closely with external professionals, including speech and language therapists, educational psychologists and Portage workers. Children benefit from a highly coordinated approach that strengthens their development, supports their wellbeing and ensures they receive the right help at the right time

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Achievement Expected standard

All children make the progress of which they are capable of. Children with special educational needs and/or disabilities progress particularly well in their learning and development from their starting points. For instance, children who initially found it difficult to settle are now able to engage in activities and follow routines. This is due to the consistent use of visual prompts and structured support.

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Achievement Expected standard

Children become confident learners and are able to concentrate for longer periods of time during activities and self-chosen play. They learn to be social and develop friendships understanding the need to cooperate and take turns. Children learn to name their emotions and say how they are feeling. This supports their overall wellbeing and behaviour.

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Achievement Expected standard

Children develop an effective mathematical understanding and include it in their play. For example, they talk about colours, shape and size and explore capacity while playing in the mud kitchen. Children typically develop key skills and knowledge needed for their next stage in learning.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum that builds effectively on what children already know and can do. They carefully sequence children's learning and take into account each child's age and stage of development. However, the curriculum for younger children is not always delivered as securely. At times, staff pitch some activities at too high a level for younger children. As a result, children do not always benefit from all learning experiences on offer.

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Curriculum and teaching Expected standard

Staff use assessment well to identify children's next steps in learning. They plan fun and engaging activities that build on children's interests. For example, children enjoy gathering natural materials from the garden to add to their play-dough creations. However, staff do not consistently weave identified next steps into children's play, to help them to make more rapid progress. That said, children across the setting make steady progress in their learning and development and are well prepared for the next stage of their education.

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Curriculum and teaching Expected standard

Staff plan purposeful learning experiences that build on children's prior knowledge. For example, older children extend their mathematical development as they mix coloured water and explore capacity while pouring potions into different-sized bottles. Communication and language is well supported as staff model sounds and words with babies during play, encouraging repetition and giving them time to respond. Staff promote toddlers' personal, social and emotional development through story times and play where they learn simple sign language to express their emotions. Staff deliver high-quality experiences and opportunities for children through clear explanations, modelling and effective questioning. They adapt activities to be inclusive, so all children take part, stay engaged and make progress.

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Leadership and governance Expected standard

Leaders are passionate about supporting children to achieve their full potential. They ensure staff provide children with rich opportunities to learn, develop and make progress. Leaders have established a culture of continuous improvement and recognise that there are still areas to develop. Although an effective curriculum is in place, leaders have not yet identified some inconsistencies in how it is delivered for younger children. That said, leaders do ensure that staff engage in relevant and appropriate professional development and receive constructive feedback to enhance their practice.

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Leadership and governance Expected standard

Leaders implement robust recruitment and induction procedures to ensure that adults working with children are suitable and understand their roles and responsibilities. Staff report that they feel valued, supported and work collaboratively as a team. Staff understand the ethos of the nursery and share leaders' high expectations.

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Leadership and governance Expected standard

Parent partnership is effective. Staff help families to understand their children's development and how their learning can continue at home. Parents and carers speak highly of the setting. They praise the high level of care their children receive and the additional support offered during transitions between rooms. Staff also work closely with local schools to support older children as they move on to the next stage of their education.

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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

Children thrive in this welcoming, calm and homely nursery. Staff considerately meet children's needs through attentive and responsive interactions. Children show they feel safe and secure as they greet staff with enthusiasm and hugs on arrival. They develop warm friendships and secure social skills. Children play cooperatively with children their own age, and show care and concern for those younger than them. For example, in the garden, older children hand out balls to younger children and wait patiently for them the to kick at the goal.

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Inspector:

Charmaine Cayton Babies are happy and relaxed as they freely explore the resources available. They enjoy a calm space where they can practise crawling and walking. Toddlers develop their strength and balance as they independently climb the ladder and slide down the ramp. They show growing confidence in their physical skills. Older children improve their hand-eye coordination as they accurately use a bat and ball, demonstrating increasing control. Outdoors, children have lots of fun exploring the mud kitchen, using tools to dig, chop and mix. They create their own imaginative concoctions with flowers and mud. Children engage in rich sensory play experiences and practise early problem-solving as they experiment with different materials.

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Inspector:

Children become increasingly independent and confident through following the clear and consistent daily routine. They understand what is expected of them and take pride in meeting those expectations. Children wash their hands, line up and tidy away with minimal prompting. Older children take responsibility at mealtimes by serving their own food and drinks and clearing away their plates once finished. This supports their self-esteem, independence and confidence.

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Inspector:

Children with special educational needs and/or disabilities are extremely well supported. Staff make sensitive adaptations to ensure all children are included. For example, staff take account of children's age and stage of development when supporting their transitions through the nursery. All children are making steady progress through all areas of development and are well prepared for their next stage in learning.

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Next steps

Leaders should continue to develop staff's confidence in delivering the curriculum to enhance experiences for younger children. Leaders should ensure that children's next steps are used consistently to help children make rapid progress.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator and parents and carers 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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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Jasper's Hope Academy Limited

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Address:

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

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

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