Pomfrett Cottage Nursery

Pomfrett Cottage Nursery

Unique reference number (URN): 2793459 Address: Pomfrett Cottage Nursery, Chennestone County Middle School, 1 Manor Lane, Sunbury-on- thames, TW16 5ED Type: Childcare on non-domestic premises Registered with Ofsted: 19/07/2024 Registers: EYR, CCR Registered person: Pomfrett Cottage Nursery Ltd

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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

Children make rapid progress through the highly effective curriculum, particularly in communication and language. For example, during circle time, children listen attentively and vote for their favourite stories. Staff use props to help children make sense of the sequence of the story. As a result, children learn new vocabulary. Children who need support with communication benefit from staff's skilful teaching. Staff adapt and simplify activities so that they are inclusive for all. Children demonstrate increasing understanding and expressive language.

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Achievement Strong standard

Children with special educational needs and/or disabilities make excellent progress from their starting points. For instance, children who initially found it difficult to settle are supported by staff to access their favourite learning resources. Children know the routines very well, which helps them to engage in activities. They count with confidence during imaginative play. Children consistently develop their independence through the embedded, structured routines of the day. They are kind and thoughtful towards each other and demonstrate highly positive attitudes to learning. All children are very well prepared for their eventual move to school.

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Behaviour, attitudes and establishing routines Strong standard

Children are extremely happy and demonstrate excellent attitudes towards learning. They eagerly engage in activities and routines throughout the day. During group time, children remain focused as they join in with familiar stories and songs. Staff support children to learn the expectations of the setting using visual prompts. This helps children with special educational needs and/or disabilities understand the routines of the day.

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Behaviour, attitudes and establishing routines Strong standard

Staff actively promote cooperative play and are excellent role models. They promote conversation between less confident children as they play, which helps them to form positive relationships with their peers. For example, staff encourage children to make pretend ice creams for their friends. They model and support turn taking, help children to listen carefully to one another's ideas and guide them to collaborate respectfully.

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Behaviour, attitudes and establishing routines Strong standard

Children know the daily routines well. They listen carefully to the prompts from staff before times of change during the day. They are kind and helpful as they help younger children tidy away their toys. Staff consistently praise children for their efforts and for being kind. This furthers children's sense of belonging and pride.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff place a strong emphasis on promoting regular attendance. They work closely with families to highlight its importance, ensuring children consistently benefit from the rich learning opportunities available.

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Children's welfare and wellbeing Strong standard

Leaders ensure that children's welfare and safety are central to all decisions they make. Staff consistently follow the nursery's procedures to keep children safe. For example, they implement daily risk assessments to protect children from possible harm, ensuring that children can play and learn safely. They use these opportunities for children to take part to learn about how they can also keep themselves safe.

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Children's welfare and wellbeing Strong standard

Staff build warm, secure relationships with children, demonstrating kindness, care and empathy in all interactions. They create a calm and welcoming environment through their gentle and consistent approach. Staff are attentive and responsive to children's emotional needs, helping them to feel safe and valued. Leaders prioritise staff's and children's strong relationships, thoughtfully promoting this through the highly effective learning environment. Staff are attuned to the children's interests and encourage children to explore, make choices and engage fully in their learning. As a result, children are happy, secure and motivated to take part in activities.

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Children's welfare and wellbeing Strong standard

Staff sit with children at mealtimes and strive to make this a meaningful part of their day. They promote healthy eating habits by encouraging children to try a variety of foods and to eat at a relaxed pace. This approach supports children to develop positive attitudes towards food and their health.

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Curriculum and teaching Strong standard

Leaders have designed a highly inclusive curriculum that meets the needs of all children, including those with special educational needs and/or disabilities. They place a high focus on teaching children the key skills for future learning, with a sharp and consistent emphasis on communication and language, physical development, and personal, social and emotional development.

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Curriculum and teaching Strong standard

Experienced staff deliver high-quality teaching. They consistently adapt their teaching to meet the children's individual needs and stages of development. For instance, they use visual aids to support children during group times and throughout the day. They skilfully narrate alongside younger children's play, repeating key words. Older children benefit from meaningful interactions that maximise every opportunity for learning. Children have many opportunities to develop their physical skills within the extensive outdoor environment. Staff plan a wealth of learning opportunities for children. Older children take part in bug hunts. They roll logs and carefully look for insects, ticking them off on their clipboards. Staff teach younger children how to safely climb the slide, and they scoop with containers in the water, developing the muscles in their hands and arms for later learning. Staff use every opportunity to teach mathematics. Children count how many

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Curriculum and teaching Strong standard

scoops of fruit they have, and staff challenge older children by introducing more complex language, such as halves and quarters.

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Inclusion Strong standard

Leaders and staff know the children and families they care for very well. From the outset, they work extremely closely with parents to swiftly identify children with special educational needs and/or disabilities (SEND) and those who may face disadvantages or any barriers to their learning. As such, staff create precise support plans targeting children's individual needs. This ensures children receive highly effective and consistent support to gain the skills they need for later life.

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Inclusion Strong standard

Leaders have robust procedures in place to carefully assess children's development. This enables them to work with experts and professionals to gain precise strategies that specifically support children with SEND. Leaders successfully ensure that any statutory funding is applied for, enabling children with SEND to receive the right support in readiness for their eventual move to school.

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Inclusion Strong standard

Parents are very complimentary about the leaders and staff. They comment that their children have made excellent progress in their development in the short time they have attended. Furthermore, they highlight the adaptations staff have made to help their children settle and support their communication and language skills. Staff support children to develop effective English language skills, which helps to build their confidence and self-esteem.

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Leadership and governance Strong standard

Leaders are highly reflective and have a detailed understanding of the nursery, the local community and the individual backgrounds of families that attend. They have established highly effective relationships with parents and carers. This helps them to understand the children in their care exceptionally well. Leaders use this knowledge to identify strengths and any areas for improvement.

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Leadership and governance Strong standard

Leaders strive to ensure that the nursery is continually improved. They regularly evaluate the quality of the provision through ongoing discussions with staff, parents and other professionals. As such, leaders and staff continue to strengthen their knowledge through targeted professional development, particularly in supporting children with special educational needs and/or disabilities (SEND). Staff precisely plan targeted support that helps children make rapid progress in their learning and development. Leaders use funding effectively, including early years pupil premium. They tailor this to the needs of the children and their families.

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Leadership and governance Strong standard

Leaders have a very secure understanding of the needs of children, including those with SEND and those who face disadvantages. Effective partnership working with external professionals ensures children receive timely referrals, targeted support and appropriate funding. Staff report that leaders support their wellbeing and consider their workload carefully.

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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

Children thrive in this nurturing and calm nursery. They arrive eager to start their day and are greeted by staff who know the children and their families extremely well. Parents comment on how leaders plan thoughtful settling-in sessions tailored to the specific needs of their children. This helps staff to be highly responsive to the varying needs of the children they care for and develop strong relationships. As such, all children, including those with special educational needs and/or disabilities, make excellent progress from their starting points.

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

Children experience a wealth of carefully planned learning opportunities through the highly inclusive curriculum. Older children take real pride in voting for their favourite story. They speak with confidence and listen attentively during group times. Younger children take part in activities that are age- and stage-appropriate. Staff adapt their interactions to support children's learning in communication and language. They simplify language for younger children and encourage expressive language in older children's imaginative play. Children talk about visiting the local supermarket to buy ice cream, discussing the various flavours and colours. They pretend to count money to purchase ice cream. This helps children develop their counting skills and understanding of early mathematics.

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About this setting

Unique reference number (URN): 2793459 Children are confident in how to keep themselves safe. Staff use every opportunity to support this learning. For instance, children complete a daily risk assessment in the garden. Staff create small, manageable risks for children to recognise and discuss. This helps them understand potential hazards and how to manage them. Children develop their health awareness extremely well. They make consistent healthy choices, such as wearing their sun hats and ensuring they take their water bottles outside. Embedded and well-structured routines help children to develop long-lasting healthy habits.

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About this setting

Children consistently demonstrate positive attitudes towards their friends and learning opportunities. Older children are kind and thoughtful. They warmly place an arm around younger children and help them press the soap to wash their hands before mealtimes.

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About this setting

Leaders work in harmony with parents and place a high priority on children's attendance. They maintain open communication and have robust systems in place to help keep children safe. As such, children's attendance is consistent, enabling them to fully benefit from their early years entitlement.

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Next steps

Leaders and those responsible for governance should continue to strengthen their already high-quality curriculum and teaching so that even more children, particularly those who are disadvantaged or have special educational needs and/or disabilities, achieve highly across all areas of learning as they move through the school.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and disabilities coordinator, 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:

Pomfrett Cottage Nursery Chennestone County Middle School, 1 Manor Lane Sunbury-on-thames TW16 5ED

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Pomfrett Cottage Nursery Ltd

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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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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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