Highfield Nursery School Under 2's

Highfield Nursery School Under 2's

Unique reference number (URN): 2860667 Address: Highfield Nursery School, Wright Street, Chorley, PR6 0SL Type: Childcare on non-domestic premises Registered with Ofsted: 25/11/2025 Registers: EYR Registered person: Highfield Nursery School

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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 good progress from their starting points and develop the knowledge, skills and confidence they need for their next stage of learning. Children who begin with lower starting points rapidly catch up and develop increasing independence, resilience and self- confidence.

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Achievement Strong standard

Children develop strong communication and language skills. They listen attentively during familiar songs and stories, understand routines and increasingly use words and phrases to communicate their needs, ideas and experiences. Children show growing confidence in social situations, forming positive relationships with adults and show increasing interest in playing alongside others.

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Achievement Strong standard

Children develop secure physical skills. They move confidently around the environment, negotiate obstacles safely and demonstrate increasing control and coordination during play and everyday routines. Children become more independent in managing their own needs, such as feeding themselves and following familiar routines.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate that they feel safe, secure and confident in the setting. They form warm relationships with staff and readily seek reassurance, comfort and support when needed. Secure attachments help children develop high levels of self-confidence and self- esteem. This enables children to explore their environment, engage in learning and interact with others, despite their young ages. Children behave well and are supported by consistent expectations and nurturing interactions. They demonstrate positive attitudes towards learning and often become deeply engaged in their chosen play.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate levels of independence that are advanced for their age. For example, they collect their hats when staff announce it is time to go outdoors, showing they understand routines and know what is expected of them. As a result, children develop confidence, self-help skills and a strong sense of belonging in the setting. For example, children confidently greet familiar adults, wave goodbye and increasingly use words to communicate their needs. Embedded routines help children feel secure, and they develop an understanding of expectations. This helps children to develop emotional security and the social skills needed to participate positively in daily routines and learning experiences.

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Children's welfare and wellbeing Strong standard

Children thrive because their welfare and wellbeing are given high priority. Staff develop strong partnerships with families and use their detailed knowledge of children to ensure care is tailored to children's individual needs and circumstances. This helps children feel secure, develop a strong sense of belonging and make the most of the opportunities available to them. Children and families benefit from highly effective support when additional help is needed. Staff work closely with parents and external professionals to identify concerns early and provide timely intervention. For example, support for sleep routines, healthy eating and family wellbeing helps children become more settled, secure and ready to engage in learning. The impact of this can be seen in children's growing confidence, emotional security and readiness to participate fully in daily experiences.

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Children's welfare and wellbeing Strong standard

Children experience consistency between home and the setting because staff communicate regularly with families and provide practical advice and support from the outset. When children are ready to move, carefully planned transition arrangements help children to develop trust in new adults and environments.

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Children's welfare and wellbeing Strong standard

Attendance is promoted effectively through positive relationships with families and a welcoming environment where children enjoy attending. As a result, children benefit from continuity in their care, learning and development. Children flourish in an environment where their emotional wellbeing, health and individual needs are understood and supported well.

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Curriculum and teaching Strong standard

Leaders have designed a curriculum that places a strong emphasis on communication and language, personal development and physical development, recognising the importance of these foundations for the youngest children. Staff know children well and use assessment information effectively to identify starting points, address gaps in learning and plan meaningful next steps. This is evident in the progress children make. For example, children with limited language and mobility now communicate their needs, use words and phrases independently and move confidently around the environment.

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Curriculum and teaching Strong standard

Teaching is purposeful and responsive. Staff model language exceptionally well throughout the day, consistently narrating children's play and introducing new vocabulary. During activities, staff describe colours, objects and actions, such as referring to a 'red pipette' and using positional language including 'in', 'forward' and 'back', helping children develop their understanding and vocabulary. Children enthusiastically join in with familiar songs and stories, anticipate what comes next and increasingly use language to express their needs and ideas.

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Curriculum and teaching Strong standard

The curriculum builds successfully on children's interests and developmental needs. For example, staff have used focused approaches such as 'Ready, Steady, Go' sessions and weekly core vocabulary to strengthen children's communication skills. Assessment information shows children who were previously working towards expectations in communication and language are now on track.

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Curriculum and teaching Strong standard

The environment is rich, well organised and supports learning effectively. Staff provide engaging experiences that successfully promote children's learning and development. At times, opportunities to build even further on children's sustained interests and emerging ideas are not maximised. Nevertheless, children remain engaged, make good progress from their starting points and benefit from high-quality teaching that prepares them well for their next stage of learning.

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Inclusion Strong standard

Staff's inclusive practice helps children feel valued, welcomed and able to thrive, regardless of their individual circumstances. Leaders have created an inclusive environment where children are known well as individuals and are supported to access all aspects of the curriculum. Staff work closely with parents from the outset to understand children's needs, interests and starting points, ensuring support is tailored appropriately. Children who face barriers to their learning or wellbeing benefit from early identification and targeted intervention, helping them to participate fully alongside their peers.

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Inclusion Strong standard

Staff use assessment effectively to identify emerging needs and monitor children's progress. Where concerns arise, leaders work productively with families and external professionals to secure additional support. Multi-agency working is a strength. Leaders demonstrate a secure understanding of referral pathways and work effectively with health professionals, schools and family support services to reduce barriers for children and their families. Families receive practical and emotional support that helps improve children's outcomes and enhances their welfare and wellbeing.

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Inclusion Strong standard

Children benefit from strong partnerships between home and the setting. Staff share information regularly with parents and work collaboratively to support areas such as communication, emotional development, sleeping routines and healthy lifestyles. As a result, children make consistent good progress from their starting points, including those who have special educational needs and/or disabilities. Children are increasingly confident, communicate their needs effectively and develop the skills they need for their next stages of learning.

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Leadership and governance Strong standard

Leaders have established a clear vision for the provision that places children, families and high-quality care at the centre of decision-making. They have an accurate understanding of the setting's strengths and areas for development, and use this knowledge effectively to drive improvement. Leaders monitor children's progress closely, moderate assessments and work alongside staff to ensure that learning is planned appropriately and gaps in development are identified and addressed promptly.

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Leadership and governance Strong standard

Leaders provide regular guidance, discussion and coaching that help staff continually refine their practice. This helps staff to develop a secure understanding of children's individual needs and stages of development, and to deliver consistently nurturing, purposeful and high-quality interactions. Children benefit from high-quality teaching and make good progress from their starting points.

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Leadership and governance Strong standard

Leaders have established strong partnerships with parents, external agencies and community services. Effective family support and multi-agency working help reduce barriers to children's learning, development and wellbeing. Leaders demonstrate secure knowledge of safeguarding, inclusion and support pathways, ensuring children and families receive timely intervention when needed.

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Leadership and governance Strong standard

Staff feel highly valued and appreciated by leaders. They speak positively about the guidance, support and professional development they receive. Leaders' work to continually strengthen staff practice is reflected in the quality of the interactions and experiences children receive each day, contributing positively to their progress, wellbeing and development. Leaders have established strong foundations across the provision and demonstrate the capacity to sustain and embed these highly effective approaches further as the provision grows, ensuring children continue to benefit from consistently high-quality experiences over time.

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

Children are happy, very well settled and keen to explore. They form close relationships with nurturing staff who know them well, helping them to feel safe, secure and valued. All children confidently seek comfort, reassurance and encouragement from familiar adults, demonstrating strong attachments and a clear sense of belonging.

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

Children enjoy a rich range of experiences that build on their interests and support their development. They make good progress from their starting points, particularly in communication and language, physical development and their personal, social and emotional development. Children develop confidence and independence quickly. For example, children who initially joined with limited language or emerging physical skills now communicate their needs, manage routines and participate confidently in play and learning experiences.

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

Children thrive because staff work closely with families to ensure their individual needs are understood and supported. Children who need additional help benefit from timely support that helps reduce barriers to learning and wellbeing. Leaders understand the importance of regular attendance and take appropriate action to support children and families where needed. Daily interactions are warm and purposeful, with staff skilfully extending children's language, curiosity and understanding through play, songs, stories and routines.

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

Children are cared for well in an inclusive environment where their wellbeing is prioritised. They show enjoyment in their learning, engage positively with others and develop the knowledge, skills and confidence they need for their next stages of development.

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Next steps

Leaders should continue to build on their successful work in developing staff expertise and responsive practice, securing and extending the positive impact on children's learning

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Address:

Highfield Nursery School Wright Street Chorley PR6 0SL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Highfield Nursery School

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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. and development over time.

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About this inspection

The inspector spoke with leaders, practitioners, and the family wellbeing support worker 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. This data is from 9 July 2026

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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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