Evergreen Early Years - Garstang

Evergreen Early Years - Garstang

Unique reference number (URN): 2816622 Address: Castle Lane, Garstang, PRESTON, PR3 1RB Type: Childcare on non-domestic premises Registered with Ofsted: 11/10/2024 Registers: EYR Registered person: Evergreen Futures 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 Strong standard

Children make excellent progress from their different starting points across the curriculum. Children with special educational needs and/or disabilities (SEND) achieve exceptionally well. They steadily build their confidence, and interact wonderfully with their peers. Older children broaden their vocabulary. For example, they learn about one-way roads and self- checkout tills during a walk to the shop.

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Achievement Strong standard

Progress is continually monitored to ensure that any gaps in children's learning are swiftly identified, and children's next steps accurately reflect their abilities. Children sustain their interest and involvement for extended periods and show enjoyment in their environment. Children recall skills and information they have learned. This demonstrates that they are acquiring the knowledge and understanding intended in the curriculum.

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Achievement Strong standard

Children are routinely able to express their imaginations and access a wide range of books. Younger children develop an interest in their name and the letters that make up those names. Children are superbly supported for the next stage in their learning, including the move on to school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create a fun and calm environment where children understand expectations for behaviour and thrive. Staff model respectful interactions and consistently support children to manage their emotions. Consequently, children's self-regulation skills exceed expectations, especially for those children who have special educational needs and/or disabilities. For example, children walk together to the local shop in a very considerate manner. They are aware of their impact on others while walking safely in a group. Children take turns to choose items in the shop and wait patiently for their friends. This is a testament to leaders and staff, who maintain these high standards and expectations consistently.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff skilfully adapt routines to benefit the age range of children attending. Leaders recognise there is a wide age gap between the youngest and oldest children and have made adaptations to the nursery that have been extremely positive. This is because leaders and staff have carefully considered what success looks like and have established well-managed routines. Consequently, all children know what to expect and what happens next. Staff demonstrate highly effective collaborative working with their colleagues. Consequently, children mirror these positive relationships, collaborating well with their peers. Leaders have high expectations for attendance and punctuality. As a result, children benefit from regular, positive routines and attendance in preparation for the next stage in their learning.

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Children's welfare and wellbeing Strong standard

Staff and leaders consistently prioritise children's welfare and wellbeing. They know children exceptionally well. Staff access professional development training to further upskill their understanding of child development. Staff evaluate how this knowledge improves outcomes for children and cascade this information to peers. Leaders also partner with external organisations conducting research projects. These focus on highly impactful strategies for all children, including children with special educational needs and/or disabilities (SEND).

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Children's welfare and wellbeing Strong standard

Staff complete risk assessments for all environments, including external trips into the community. As a result, children are safe and secure at all times. Care routines are well established. Leaders and staff quickly recognise when children need rest. They provide opportunities for them to regulate in a calm and comfortable space both indoors and outdoors. Staff actively encourage healthy eating habits. Children learn about healthy foods and vote for what fillings to buy from the shop. Children also learn about positive hygiene practices during care routines. Furthermore, leaders and staff consistently monitor the specific personal needs of children with SEND. For example, staff adapt their communications to children who require extra support to use the bathroom. Children independently recall strategies for careful handwashing and share these with others. As a result, children's personal needs and independence during care routines are highly

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Children's welfare and wellbeing Strong standard

Children enjoy accessing the outdoor provision as they explore a variety of ball games. Children develop their gross and fine motor skills as they throw and catch. Children recall past learning from external sports coaches and challenge staff to complete these activities together. They enjoy challenges. For example, children throw balls in different ways, such as high, low and backwards, while their playing partner tries to catch them.

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Curriculum and teaching Strong standard

Leaders have developed a curriculum that is focused on the individual child, is responsive to their curiosity and gives children opportunities to realise their potential. Leaders understand the quality and success of their curriculum precisely. They sequence it well in all areas of learning and review it regularly to enhance its impact. This ensures that the curriculum effectively meets the needs of all children from their different starting points. For example, leaders have developed the baby and toddler spaces to encourage children's physical skills and deepen their understanding of the world. Staff check carefully what children can do and skilfully support them so they can succeed in their next steps.

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Curriculum and teaching Strong standard

The nursery is a vibrant buzz of activity all day because children are busy, engaged and happy. The noise of children talking and laughing is constant. This is a result of staff consistently supporting children's communication and language development. Staff model clear speech and new vocabulary through high-quality interactions. Staff adapt their communications for each individual child's needs. For example, they speak slowly and clearly, giving children time to respond. Staff carefully observe children as they play and are extremely skilful at knowing when to intervene and offer support. For example, when a child wanted a staff member to take their turn with a percussion instrument, the staff member intuitively waited for the subtle non-verbal cue. This extended play and brought smiles to the child. Staff and leaders are ambitious for all children, including children with special educational needs and/or disabilities. They adapt activities thoughtfully to provide a

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Curriculum and teaching Strong standard

personalised curriculum as and when appropriate.

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Inclusion Strong standard

Leaders create a highly inclusive culture. Leaders and staff demonstrate that they are consistently working with families and external agencies to ensure that all children, including those with special educational needs and/or disabilities (SEND), are fully supported. Staff work with other settings, including schools, to ensure children transition through their next stages of learning as smoothly as possible. For example, staff accompany children on transition visits and communicate very effectively with other professionals.

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Inclusion Strong standard

Leaders routinely consider children's backgrounds and current needs, making robust adaptations to their curriculum to best support each child in their care. Staff promptly identify children's individual needs through clear assessment processes. Leaders meticulously ensure funding is used to invest in a wide range of equipment to promote children's learning and wellbeing. Staff ensure support is in place for children who speak English as an additional language. This includes the use of visual supports and communication strategies. As a result, all children feel included and part of the nursery. Staff who specialise in supporting children with SEND carry out initial meetings with parents and key persons to determine the appropriate next steps and ascertain if any referrals are needed. Children have individual plans that identify targeted intervention which is tailored to meet their needs. These are consistently reviewed and updated to ensure continued progress. This helps

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Leadership and governance Strong standard

Leaders have very high aspirations for all children in their care and are passionate about what they offer to children, families and the community. Leaders constantly evaluate what they provide and build on successes. They provide an open-door policy for all staff and welcome suggestions from an experienced and talented staff team. Leaders consult experts regarding the development of children, staff and the nursery. They seek feedback and ideas for improvement from the wider staff team, parents and external agencies, such as the local authority. Leaders go further, seeking to be part of research projects that could have a wider positive impact on all children. This gives them a sharp focus on areas for development. Leaders are committed to providing the best care and learning for all children. They make decisions in the best interests of children, for example, by supporting families to access their

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Leadership and governance Strong standard

Leaders identify targeted training that is individual to each member of staff and that is in the interests of the children. Leaders want all staff to be motivated and develop their own talents. Leaders work closely with them to upskill in an effective manner, including the newest staff members. Training has a real purpose and develops new skills for staff, so that they build even greater knowledge of how best to support the children in their care. The nursery has a low staff turnover and staff work exceptionally well as a close-knit team. Staff are highly motivated because leaders are considerate of their workload and wellbeing. Staff explain that they are supported through regular supervision sessions and meet regularly as a staff team to evaluate and discuss the provision. They work closely with a wide range of professionals to support children's needs and share information with teachers as children

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Leadership and governance Strong standard

transition to school. Staff engage superbly with parents and welcome their views.

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

Children thrive in this highly nurturing and welcoming nursery. They are greeted by staff who know them well and respond warmly to their individual needs. Children are excited to explore the wealth of activities around them and have a zest for learning. All children, including those with special educational needs and/or disabilities, are motivated and engaged learners. They make eye contact as they listen intently to adults, interact beautifully with their friends and follow their own interests. The nursery buzzes with talk and laughter as children explore the outside area. Children laugh as they kick footballs towards a target and make musical notes on percussion instruments attached to the wall. Staff encourage children through thoughtful questioning and each child's response is patiently awaited. Children's individual needs are superbly identified and nurtured by the staff team. Children make their needs known and are active participants in decisions made. Every child

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

is valued for their individuality and uniqueness and show they are settled and confident. Leaders value the importance of attendance and work in partnership with parents to support children's continual attendance.

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

The curriculum is flexible and takes into consideration the different ages and stages of development of all children. This carefully considered approach reduces the barriers to learning some children may face. Children develop a sense of independence and belonging as they take on roles of responsibility in the nursery. Older children know how to wash their hands ahead of mealtimes, serve their own food and pour their own drinks. Staff encourage all children to be as independent as possible, for example, when choosing suitable clothes for outdoor play. These experiences help children become highly confident and independent learners.

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

Children enjoy an exciting range of activities outdoors. They have access to a forest school, walk into the local area to buy healthy foods, play a variety of sports and read in dens. Children participate in community events and visit local settings, such as the library. These rich and varied experiences give a secure understanding of the world around them and prepare them to be responsible and confident citizens of the future.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Evergreen Futures Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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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