Ashbourne Day Nurseries at Cheshunt

Ashbourne Day Nurseries at Cheshunt

Unique reference number (URN): 2707327 Address: Goffs - Churchgate Academy, College Road, Cheshunt, Waltham Cross, EN8 9LY Type: Childcare on non-domestic premises Registered with Ofsted: 04/01/2023 Registers: EYR Registered person: Ashbourne Day Nurseries Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make steady progress from their starting points and develop key skills across all areas of learning. For example, babies develop communication through songs, stories and repeated experiences, with many joining in with familiar words and actions. Toddlers confidently use language, such as 'full' and 'empty', during play. As a result, children are building early language and mathematical understanding through everyday experiences.

p.2

Achievement Expected standard

Children are settled, happy and show increasing confidence. They use words positively and play cooperatively. Children demonstrate self-control and join in with group activities, building relationships with friends.

p.2

Achievement Expected standard

Children develop independence and physical skills through daily routines and play. For instance, babies feed themselves and use open cups, helping to prepare them for the next stage of moving to the toddler room. Older children take part in activities, such as moulding play dough, which support fine motor skills. Children show high levels of engagement, moving confidently between activities and making choices about their play. However, children do not always understand expectations around hygiene because some routines are newly embedded and not yet consistent across the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are settled, happy and show positive attitudes to learning. Staff support children to move confidently between activities, make choices about their play and engage well with others. For example, children cooperate when washing bikes in the garden, taking turns and sharing resources. Leaders actively promote attendance by clearly communicating expectations to parents. They follow up promptly on unexplained absences, taking swift action to ensure children's safety when they are not accounted for.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff support children to understand feelings and behaviour. For instance, when children take toys, staff explain how this makes others feel upset. Children respond by returning items and continuing with play. Staff support children with turn-taking and managing their frustrations through consistent strategies and access to calming spaces. As a result, children manage their emotions and engage more positively with others.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are beginning to follow routines and develop independence. For example, children help with tasks, such as tidying up. Staff are working to improve transitions, for example introducing singing to keep babies engaged while others finish meals. These approaches are newly embedded, and children are starting to understand what happens next in their day. Leaders have identified some transitions are less well managed, leading to children wandering about for brief periods until redirected by staff.

p.2

Curriculum and teaching Expected standard

Leaders have introduced a clear step-by-step curriculum with simple goals for each age range. Staff understand what children need to learn and how these build over time. For example, physical and mathematical skills are developed through staff incorporating counting as children balance on stepping stones. Therefore, play is meaningful and engaging. However, not all staff are equally confident in delivering the curriculum due to changes still being embedded. As a result, children's learning is not always deepened and limits their ability to apply newly learned skills in different situations.

p.3

Curriculum and teaching Expected standard

Leaders review the curriculum regularly and adapt it to meet the needs of children attending. Staff use dedicated spaces, such as the library and art room, purposefully to promote communication, creativity and small-group learning. This helps children to focus, engage and build skills in a calm environment.

p.3

Curriculum and teaching Expected standard

Staff use everyday routines and modelling to enhance learning, with a clear focus on communication, language and school readiness. Staff use repetition well. For example, circle times revisit familiar stories to help children recall previous vocabulary. Activities such as manipulating pipe cleaners are skilfully provided to support fine motor skills needed for writing, while allowing children to explore their own ideas. Children are engaged, enjoy their learning and remember what they have been taught.

p.3

Inclusion Expected standard

Leaders have simplified the curriculum into clear, step-by-step goals for each room. This has helped staff to understand what to teach and how to adapt learning for different children. Children with a range of starting points, including those with special educational needs and/or disabilities and those who speak English as an additional language, now access activities alongside their friends. Staff use simple, clear language and visual cues effectively. This helps children to understand routines and engage in play. As a result, all children are increasingly involved in activities and participate confidently.

p.3

Inclusion Expected standard

Support for children with special educational needs and/or disabilities is structured, although this is a relatively new area of development for the setting. Leaders have addressed previous gaps by introducing individual plans, regular reviews and closer work with parents and external professionals. Staff use targeted approaches, such as small-group activities and support for communication, which are starting to have a positive impact. As a result, children are developing essential language skills and engage confidently with others.

p.3

Inclusion Expected standard

Partnerships with parents are a key strength and contribute positively to inclusion. Staff gather information about children's home lives and use this to shape learning, such as linking activities to family experiences. Leaders implement practical support for families experiencing disadvantage. This helps to reduce barriers to attendance and enabling children to feel secure.

p.3

Inclusion Expected standard

Leaders have taken decisive action to improve inclusion, and the impact is evident in children's increased engagement and progress. However, as approaches are relatively new and continuing to embed, practice is not yet fully consistent.

p.3

Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development. They have already made meaningful improvements in such a short period. Leaders have acted quickly to address weaknesses and bring clearer direction to the setting. Leaders have recently reviewed and changed their curriculum. This means support has been strengthened for children with special educational needs and/or disabilities. For example, individual plans are now regularly updated with parents for children who need extra help. As a result, children are making positive progress and are more engaged in their learning. Leaders have also improved how staff are supported and monitored.

p.4

Leadership and governance Expected standard

Leaders have developed communication strategies and created a positive staff culture. Staff feel listened to and supported. This is reflected in their willingness to take on feedback and develop practice. Parents highlight improvements, particularly in communication and involvement in their child's learning through daily updates. Children's care and learning are more consistent between home and the setting, which supports their wellbeing and progress.

p.4

Leadership and governance Expected standard

Leaders have effective systems in place to monitor practice and identify areas for improvement. For example, peer observations and external support from the local authority are used to review quality and guide next steps. Leaders have accurately identified priorities, such as improving the outdoor environment, strengthening communication and language and refining routines, like mealtimes. These improvements are being introduced gradually to ensure staff understand and sustain changes. Children and families are benefiting from a provision that is improving over time. The curriculum and some routines are newly embedded and not yet consistent across the setting. Staff are still developing confidence in delivering the curriculum and applying routines effectively, which impacts on the consistency of children's experiences. Leaders are managing this professionally through staff training and modelling desired practice to quickly reduce the impact on children.

p.4

Children's welfare and wellbeing Needs attention

Children are settled and form positive relationships with staff. However, some everyday practices are not yet fully supportive of health and hygiene. For example, children occasionally have dirty noses throughout the day. While nose hygiene stations are available, staff do not consistently prompt or support children to use them. As a result, children's hygiene habits are not totally secure.

p.4

Children's welfare and wellbeing Needs attention

Some mealtime practices also require development. Children, occasionally, walk around with food in their mouths and staff do not always intervene or explain why sitting while eating is important. As a result, opportunities for children to learn how to keep themselves safe are not fully embedded. Expectations around hygiene and safety are not typically reinforced, which limits children's understanding of how to manage their own physical wellbeing effectively. However, leaders are aware of this and are supporting staff to develop practice in the highlighted areas. Children are happy, confident and show that they feel secure in the setting. Staff are warm and caring, and children form positive attachments, which support their emotional wellbeing. Staff carry out personal care routines, such as nappy changing sensitively, maintaining children's dignity and comfort. Children are supported to understand and manage feelings

p.4

Children's welfare and wellbeing Needs attention

through helping them name emotions and recognising the impact of their behaviour on others. Therefore, children are empathetic and considerate of others.

p.5

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

Children enjoy their time at the setting and are increasingly developing the knowledge, skills and confidence they need for their next stage of learning. Children participate well in a broad range of play-based experiences. They benefit from a curriculum that gradually builds on what they already know and can do. For example, staff support children to develop communication and language through stories, songs and meaningful conversations. Children show high levels of engagement as they move between activities, such as exploring sand, building with bricks or joining in with turn-taking games. Children with special educational needs and/or disabilities receive targeted support through small-group work and simple language. As a result, children are confident, settled and remain enthusiastic about their learning. Children are increasingly able to express themselves in this environment, where they are listened to and celebrated.

p.5

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

Staff ensure children feel valued and have a deep sense of belonging through warm, caring relationships. Staff take the time to get to know children and families thoroughly, using information from home to shape learning experiences. For example, staff link activities to children's weekend visits to the local wildlife park. Parents describe the setting as welcoming and loving, and children respond positively to this nurturing environment. Staff support children to play cooperatively, share resources and understand each other's feelings to create a friendly atmosphere. Children who require additional emotional support are helped through calm spaces and effective partnership working with parents. Through this, children feel safe, secure and included.

p.5

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

Leaders have strengthened systems to ensure children thrive. Staff understand safeguarding procedures and respond appropriately to concerns. Individual plans, medical needs and allergies are managed carefully, helping to keep children free from harm. However, some aspects of daily practice are not yet consistent. For example, children are not always supported to manage hygiene or consider safer eating practices. Despite this, children are happy, motivated and eager to learn. They are prepared for their next stages of learning and flourish in this homely environment.

p.5

Address:

Goffs - Churchgate Academy College Road Cheshunt Waltham Cross EN8 9LY

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Ashbourne Day Nurseries Limited

p.6

Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

p.6

Action Completion Date

ensure staff embed safe eating practices and consistently follow the setting's procedures around hygiene 03/06/2026

p.6

About this inspection

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

p.6

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 - 06:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8