Farm View Day Nursery

Farm View Day Nursery

Unique reference number (URN): EY552392 Address: Loddon Court Farm, Beech Hill Road, Reading, Wokingham, RG7 1HT Type: Childcare on non-domestic premises Registered with Ofsted: 04/12/2017 Registers: EYR Registered person: Wise Owls Club 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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Achievement Expected standard

Children make suitable progress from their starting points. They build the knowledge and skills that support their future learning. Overall, children become confident communicators. Older children share ideas, talk about their experiences and take part in conversations with staff and older children with enthusiasm. For instance, children confidently engage in the travel agents role-play area, chatting about past, pretend or planned holidays. They describe the places they have visited. Children talk about where they would like to go, using the resources to plan pretend trips and make meaningful connections to their real-life experiences.

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Achievement Expected standard

All children receive appropriate support so that they achieve well. Early and focused support and targeted group times help children to take part successfully in activities. Children with special educational needs and/or disabilities take part fully in activities that help support increasing independence and resilience.

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Achievement Expected standard

Children gain key skills across all areas of learning. They grow their mathematical understanding as they count, compare sizes and explore ideas, such as capacity, during their play. Children build their independence by pouring drinks, serving meals and managing self-care. As a result, children become confident learners who are well prepared for the next stage of their education, including their eventual move to school.

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Behaviour, attitudes and establishing routines Expected standard

Overall, leaders create a positive and inclusive environment where children generally learn clear expectations for behaviour, attitudes and daily routines. Staff use a consistent approach. They act promptly to help children understand boundaries and manage their own behaviour. Children know the routine well, such as washing their hands before mealtimes. They respond with pride when staff praise them.

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Behaviour, attitudes and establishing routines Expected standard

Children build warm and trusting relationships with staff, who model positive behaviour and kind interactions well overall. Staff support children to recognise and manage their emotions through calm reassurance, discussions and activities that help them to understand feelings. They consider each child's age, stage and development, and individual needs when helping them regulate their emotions and re-engage in play.

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Behaviour, attitudes and establishing routines Expected standard

Children form positive friendships and play well together. They learn to share, take turns and show consideration for others. For example, older children remind one another whose turn is next. They learn to wait patiently during a group matching game, where they select tokens and celebrate others' successes. Staff encourage cooperative play. They help children to build social skills and to enjoy working together during imaginative play, sensory activities, group games and outdoor exploration.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to their learning and engage well in activities that interest them overall, although the routine in the older toddler room does not always support sustained purposeful play. Staff promote regular attendance and work closely with families to monitor patterns. As a result, children feel secure, behave appropriately and develop the social skills, independence and resilience they need for future learning.

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Children's welfare and wellbeing Expected standard

Children show that they are happy, settled and emotionally secure in the nursery. They build trusting relationships with their key persons and other familiar adults. Children seek reassurance, comfort and support where they need it. Staff know children and their families well. They generally work closely with parents and carers and external professionals to meet children's welfare and wellbeing needs, especially for children with special educational needs and/or disabilities and those who face barriers to learning.

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Children's welfare and wellbeing Expected standard

Children learn about healthy lifestyles and physical wellbeing. They enjoy daily outdoor play and physical activities that help them to develop coordination, confidence and physical awareness. For example, babies have fun crawling through tunnels and exploring on balancing bicycles. Toddlers experiment with wooden planks to build obstacle courses, whereas older children balance and climb on larger physical play equipment and enjoy developing their skills for tennis. These activities support children's physical development, strength and coordination.

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Children's welfare and wellbeing Expected standard

Children show that they feel safe and secure at the setting. Staff support them sensitively during room transitions and help them to build confidence and independence over time. For example, when children prepare to move up to the next room, key persons accompany them to offer reassurance and confidence to help them form new relationships. Staff support children to manage consistent hygiene and self-care routines. They encourage children to become increasingly independent through tasks such as serving their own meals from a young age, feeding themselves and managing their own personal care needs.

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Curriculum and teaching Expected standard

Staff plan a broad and thoughtful curriculum that reflects children's interests, development stages and individual needs. Leaders know what they want children to learn. They place a clear emphasis on building children's confidence, independence and emotional wellbeing. Staff use their knowledge of each child to adapt activities and routines effectively, particularly for children with special educational needs and/or disabilities, disadvantaged children and those who face barriers to learning. This helps all children to take part fully and feel included.

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Curriculum and teaching Expected standard

The quality of teaching is not yet consistent across the nursery. Staff typically provide purposeful interactions that extend children's communication and language, such as through story times, singing and offering a narrative during play. However, at times, staff do not extend children's language or give them enough time to think and respond to questions. This does not consistently support children to develop their own ideas and solve problems.

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Curriculum and teaching Expected standard

Staff support children's mathematical understanding through activities such as water play, counting and exploring ideas like 'full' and 'empty'. Children explore with pipettes and water, mix sand, make marks with chalks, draw pictures and make potions in the garden. These activities help to build children's curiosity as they play and explore. Staff assess children's progress appropriately. They identify children's next steps to support their ongoing learning and development.

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Inclusion Expected standard

Leaders create an inclusive environment where staff quickly identify each child's needs and put effective support in place. They act early to remove barriers to children's learning and wellbeing. Staff know children and their families well. They work closely with parents and carers and external professionals to assess, plan, implement and review support strategies.

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Inclusion Expected standard

Children with emerging additional needs benefit from targeted intervention and carefully adapted teaching. For example, staff provide one-to-one sessions in the sensory room to provide focused support that helps children to regulate, engage and make meaningful progress.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are fully included in all aspects of the curriculum and daily routines. Staff make purposeful adaptations to ensure every child can access learning and build their independence. For example, children access specialised aids in the bathroom areas to support and develop essential self-care skills. Leaders understand the importance of using additional funding strategically to broaden children's experiences and support their next steps. Leaders review children's progress regularly to help them make typical progress. They work in partnership with families and external agencies to ensure support remains effective.

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Leadership and governance Expected standard

Overall, leaders provide effective support and clear direction for the nursery. They show deep commitment to ensuring that every child receives positive and meaningful experiences. Their purposeful leadership has strengthened staff's practice, giving staff greater confidence in supporting and maximising children's learning overall.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the nursery's strengths and priorities for improvement, and overall provide a high-quality provision. They maintain high expectations and continue to drive improvement across teaching and learning. Staff benefit from regular supervision sessions, annual appraisals, team meetings and ongoing professional discussions. Leaders prioritise staff's wellbeing and workloads. They create a supportive culture where staff feel valued and able to seek guidance. Staff complete mandatory training, and several are working towards early years qualifications to develop their knowledge and skills. However, leaders have not yet reviewed how the older toddler room is organised. At times, this limits staff's ability to reduce distractions or improve the flow of play when using a single shared space. This restricts children's engagement and sustained purposeful play.

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Leadership and governance Expected standard

Leaders work closely with parents and carers to promote children's learning and wellbeing. Parents speak positively about the nursery. They highlight effective communication overall and how staff are supportive and praise the progress their children make. Leaders actively seek parents' views and respond to feedback to strengthen the provision. Partnership with external professionals ensures that children and families receive timely support.

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

Children arrive happily and confidently at this welcoming nursery. They separate from their parents and carers with ease. Children quickly become absorbed in the wide range of activities available. They benefit from the warm, nurturing relationships with staff, who know the children well. Staff use their understanding of children's interests, personalities and needs to help them feel valued, safe and included. This sense of security enables children to achieve well from their starting points.

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

Children develop an effective sense of belonging as they play alongside friends, share resources and show kindness and empathy. They willingly offer materials to others joining their play and celebrate each other's creations. Outdoors, children thrive as they explore the garden area. Older children confidently discuss their ideas as they create imaginative 'potions'. They thoughtfully collect and mix materials while explaining their thinking and the purpose behind their creations. Babies and younger toddlers explore different sensory resources and materials, such as paint, sand and water. Overall, children receive support in their communication and language. Toddlers and older children talk about colours, textures and changes they have noticed in creative activities, such as when making ice creams and pictures of a pufferfish. Children recall their previous learning and use mathematical language, such as around shapes and measures.

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

Children enjoy opportunities to explore beyond the nursery. Staff use local walks to help children to learn about their community as they observe horses, people and familiar places. Children with special educational needs and/or disabilities are fully included in all aspects of nursery life. They participate in routines, activities and outdoor learning with enthusiasm, showing that they belong.

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

Children show positive attitudes to their learning. They are inquisitive, concentrate well and join in with familiar stories and songs. Children respond positively to guidance that supports healthy lifestyles and cooperative behaviour. Through purposeful experiences, children develop confidence, resilience and the skills they need for future learning and their eventual move to school.

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Address:

Loddon Court Farm Beech Hill Road Reading Wokingham RG7 1HT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Wise Owls Club 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 support staff to further develop their communication and language practice so that they model high-quality interactions consistently across the provision. Leaders should review the organisation of the older toddler room to reduce distractions and better support children's engagement and sustained play.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers, and the designated safeguarding lead 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. Local authority: Wokingham

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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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