School House Private Day Nursery Limited

School House Private Day Nursery Limited

Unique reference number (URN): 2795528 Address: 5 Church Lane, Bromsgrove, Worcestershire, B61 8RA Type: Childcare on non-domestic premises Registered with Ofsted: 13/06/2024 Registers: EYR Registered person: School House Private Day Nursery 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

Staff create a calm and nurturing environment where routines are embedded throughout the nursery. They use clear and consistent approaches to help children understand expectations and develop positive behaviour. Staff use stories, discussions and daily routines to help children recognise and manage their emotions. Children demonstrate they feel safe and secure. They confidently manage daily routines, pour drinks and help tidy away resources. Young children understand expectations for their age and confidently take part in nursery routines, such as sitting with their friends at mealtimes.

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Behaviour, attitudes and establishing routines Strong standard

Children build warm and trusting relationships with staff and their peers. They are happy, settled and emotionally secure. Children are beginning to share resources, take turns and cooperate with others during their play. They listen attentively, follow instructions and remain engaged in activities for sustained periods. Children are kind to one another and develop confidence in social situations. Staff support children to develop independence from an early age. Children manage personal care routines, serve their food and take responsibility for tidying away resources. Older children develop the confidence and self-help skills needed for their eventual move to school. Leaders promote attendance effectively and follow up on children's absences where necessary. As a result, children attend regularly and benefit from the full range of experiences the nursery provides. Overall, children behave very well. They

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Behaviour, attitudes and establishing routines Strong standard

are eager to play and motivated to learn. Children gain increasing independence, resilience and confidence, which are skills needed for the next stage of their learning.

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Inclusion Strong standard

Leaders place inclusion at the heart of the nursery and work closely with families to understand children's individual needs, backgrounds and experiences. Staff know children and their families well and identify children's needs at the earliest opportunity. They work closely with parents and other professionals to help reduce barriers to learning and wellbeing. Leaders use additional funding effectively to help meet children's individual needs and provide targeted support where required. Staff gather detailed information about children's development, interests and routines and use this to plan appropriate support and experiences.

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Inclusion Strong standard

Staff work effectively with a range of professionals, including speech and language therapists, physiotherapists, teachers of the deaf and the multi-sensory impairment team. They implement advice consistently and use targeted support plans to help meet children's individual needs. Staff adapt activities and resources to help all children access the curriculum and participate fully in nursery life.

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Inclusion Strong standard

All children access the curriculum, experiences and opportunities on offer. Staff adapt support where needed to help children participate fully and achieve well. As a result, children are settled, included and confident within the nursery environment. Leaders create an inclusive environment where children feel valued and supported. Children receive the

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Expected standard

help they need to access learning, develop confidence and make progress from their starting points.

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Achievement Expected standard

Children make typical progress from their starting points. However, inconsistencies in the use of purposeful interactions and teaching mean opportunities to further extend children's learning are sometimes missed. Children develop communication skills through stories, songs and meaningful conversations during play and daily routines. They build physical skills through outdoor play, sensory experiences and opportunities to climb, balance and explore. Babies and young children eagerly investigate resources and learn through first- hand experiences.

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Achievement Expected standard

Children are motivated to learn and engage well in play experiences. They remain focused in activities that interest them and confidently make choices about their play. Children develop increasing independence as they manage personal care routines, wash their hands, pour drinks and help tidy away resources. Children with special educational needs and/or disabilities benefit from well-targeted support that helps them access learning, participate fully in nursery life and make progress from their starting points. Overall, children develop the knowledge, skills and confidence needed for the next stage in their learning. They gain increasing independence and develop the personal and social skills needed for their eventual move to school.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a warm, caring and nurturing environment where children feel settled and emotionally secure. Overall, staff know children and their families well and respond appropriately to their needs throughout the day. Babies and young children receive reassurance, cuddles and comforting interactions from familiar adults, helping them develop secure relationships with staff and a sense of belonging within the nursery.

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Children's welfare and wellbeing Expected standard

Children follow established daily routines, including handwashing, mealtimes, sleep times and outdoor play. Staff manage these routines calmly and help children understand what will happen next. Sleeping children are cared for appropriately and benefit from regular supervision and checks. Staff follow safer sleeping guidance and respond sensitively to children's care needs before rest times.

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Children's welfare and wellbeing Expected standard

Staff typically support children's physical and emotional wellbeing throughout the day. Children benefit from regular opportunities for fresh air and exercise. They engage in physical activities and develop increasing independence during personal care and mealtimes. Staff take babies for daily walks into the local community and ensure they are warm, dry and comfortable while exploring the world around them. Staff generally support children to recognise and manage emotions through calm interactions, stories and nurturing activities. They follow appropriate hygiene procedures and help children develop good hygiene habits, such as handwashing before meals and after using the toilet. Overall, children are cared for well and demonstrate a sense of security and belonging within the nursery.

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Curriculum and teaching Expected standard

Leaders and staff help children to develop the skills they need for their move to the next room and, eventually, school. They place a clear focus on independence, personal, social and emotional development, imagination and creativity. Curriculum goals help staff identify what children need to learn as they move through the nursery.

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Curriculum and teaching Expected standard

Staff plan a range of learning experiences around children's interests. Children take part in sensory play, stories, role play, creative activities, construction play and opportunities to explore the world around them. For example, children pretend to prepare pizzas, care for babies and recreate familiar experiences through imaginative play. Staff use observations and assessments to monitor children's progress and identify their next steps in learning. Daily discussions with leaders help staff share information about children's needs and review planned activities.

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Curriculum and teaching Expected standard

Staff work closely with parents and other professionals to help children with special educational needs and/or disabilities to access the curriculum and participate alongside their peers. Staff interact warmly with children to support their learning. However, staff do not consistently use purposeful interactions to extend learning and support communication and language. While staff talk, sing and read with children, they do not always build on children's responses or introduce and reinforce new vocabulary effectively. As a result, opportunities to further extend children's learning are sometimes missed.

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Leadership and governance Expected standard

Leaders have managed a significant period of change since the last inspection. They moved the nursery to a new building and supported the transition of children, families and staff. Leaders reviewed routines, procedures and the environment to help ensure children continued to receive appropriate care and learning experiences. They know the nursery's strengths and identify areas for development. Leaders demonstrate a reflective approach to ongoing improvements.

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Leadership and governance Expected standard

Leaders have effective systems in place to oversee the nursery and meet their statutory responsibilities. They work closely with parents and other professionals to support children and families and make decisions in children's best interests. Leaders have faced challenges in recruiting and retaining suitably qualified staff. They have responded by investing in apprenticeships and developing staff from within the organisation. However, staffing pressures and recruitment difficulties have sometimes affected the consistency of practice across the nursery, and leaders have not been able to focus their observations on the quality of teaching. This means children do not always benefit from high-quality interactions and purposeful learning.

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Leadership and governance Expected standard

Leaders focus on staff wellbeing. Staff describe leaders as approachable and supportive and value the open-door culture within the nursery. Regular meetings with staff help support their roles. Leaders provide training and effectively support apprentices through the group's training team. Parents speak highly of the nursery and value the care, communication and support they receive. Staff share information regularly and encourage parents to contribute to their children's learning and development.

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

Children are happy, settled and confident in this welcoming nursery. They separate from their parents and carers with ease and eagerly engage in play activities. Children build warm relationships with staff, who know them and their families well. As a result, they feel safe, secure and valued.

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

Children benefit from an inclusive environment where they learn and play alongside their friends. Staff understand children's individual needs and work closely with parents and other professionals to help reduce barriers to learning. Children with special educational needs and/or disabilities are fully included in nursery life and access the same experiences and opportunities as their peers.

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

Children behave very well and demonstrate positive attitudes to learning. Babies and young children understand the routines of the day and sit alongside their friends on low-level chairs at mealtimes. Older children confidently follow the nursery's golden rules. They use 'kind hands', 'walking feet' and 'indoor voices'. Children are learning to share, take turns and play cooperatively with others.

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

Children make progress from their starting points. They develop communication, physical and social skills and gain the knowledge and confidence needed for their next stage of learning. Children enjoy a broad range of experiences that reflect their interests. They explore sensory resources, listen to stories and investigate water play. Children build with construction resources and engage in imaginative role play. For example, children pretend to be air stewards and prepare pizzas for their friends. Children remain engaged in play and confidently make independent choices about their play.

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

Children develop increasing independence throughout the nursery. They manage personal care routines, pour drinks and help tidy away resources. Older children develop the confidence and self-help skills needed for their move to school. Effective transition arrangements help children move smoothly between nursery rooms and prepare them well for school. Leaders promote attendance effectively and children attend regularly, helping them benefit from the full range of experiences the nursery provides.

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Address:

5 Church Lane Bromsgrove Worcestershire B61 8RA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: School House Private Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

Leaders should strengthen staff's understanding of how to use interactions to consistently support and extend children's communication and language development. Leaders should monitor staff's teaching to identify inconsistencies and provide targeted support to improve the quality of practice across the nursery.

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About this inspection

The inspector spoke with the provider, leaders, practitioners, the special educational needs coordinator, parents and children 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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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. 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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