School House Nursery NE limited

School House Nursery NE limited

Unique reference number (URN): 2849451 Address: 4 Longlands Road, Middlesbrough, TS4 2JL Type: Childcare on non-domestic premises Registered with Ofsted: 30/06/2025 Registers: EYR Registered person: School House Nursery NE limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children develop positive attitudes to learning and consistently make excellent progress from their starting points. The carefully sequenced curriculum supports children to learn and excel across all areas of learning. Children are very curious and use a wide range of vocabulary, asking questions to seek answers. Children expertly recall their learning with growing confidence. For example, older children look at pictures from around the world and explain that the Eiffel Tower is in Paris.

p.2

Achievement Strong standard

Disadvantaged children, those with special educational needs and/or disabilities (SEND) and those who face barriers to learning, make their needs known very well. For instance, they communicate through sounds and visual prompts. All children, including those with SEND, make exceptional progress from their individual starting points.

p.2

Achievement Strong standard

Children's mathematical skills are very secure. They count objects to 10 and beyond. Children use vocabulary such as 'heavier' and 'lighter' as they add stones to scales and talk about what is happening. There is an abundance of sensory experiences for children to explore with textures and sensations in their play. Babies progress very well. They giggle as they play with bubbles and shout 'pop' as they catch them. Older babies delight in pouring sand and threading shapes. This helps to develop their small physical skills. Children are very well prepared and ready for the next stage in learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have very high expectations of children's behaviour. Expectations are clear and unwanted behaviours are dealt with by calm staff and in a sensitive manner. Staff take a real interest in every child, who attends the setting. They have embedded a warm harmonious, respectful culture in which children can begin to manage their feelings and behaviours safely. Staff provide highly effective care practices and routines that help to meet children's care needs very well.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are exceptionally kind and considerate in their play. Outside, they learn how to collaborate and play alongside each other, rolling large cable reels and sharing resources in the water. Staff praise children explicitly. For example, they say 'Well done for waiting'. This helps children to understand why they are being praised and helps to develop self-esteem. Well-established routines promote children's independence. Staff encourage children to take responsibility for routines, such as tidy-up time.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff support all children, including children with special educational needs and/or disabilities, to manage their feelings effectively. They implement strategies to help children who may become overwhelmed. For instance, staff provide reassurance and items from home to support children.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff and leaders act swiftly regarding any non-attendance. Leaders speak to parents about the importance of attendance and punctuality so that children do not miss out on their learning and development. As a result, children attend regularly and benefit from their time in the nursery.

p.2

Children's welfare and wellbeing Strong standard

Leaders and staff implement highly effective settling-in sessions, gathering comprehensive information from parents and carers. For instance, staff collect detailed information about children's dietary requirements, allergies, weaning and sleeping routines. This is reviewed regularly, enabling staff to have a precise understanding of each child's individual needs and provide consistently responsive care.

p.3

Children's welfare and wellbeing Strong standard

Staff successfully encourage children to become increasingly independent in their personal care. They carefully consider children's age, stage of development and any barriers to learning. Staff explicitly teach children how to wash their hands and reinforce the importance of good hygiene. Children confidently explain that they wash their hands to 'get rid of the germs', demonstrating their secure understanding of healthy practices.

p.3

Children's welfare and wellbeing Strong standard

Leaders and staff provide an exciting, welcoming environment, where children thrive in their play and learning. Children benefit from regular access to outdoor learning, where they enthusiastically engage in physical play and exploration with their friends. For instance, children eagerly climb aboard the wooden bus and joyfully sing 'The Wheels on the Bus' together. Toddlers confidently balance across wooden beams with sensitive support from staff, while babies learn to climb and manoeuvre down the small slide. Older children enthusiastically participate in yoga, practising poses and breathing techniques. Children also develop a secure understanding of oral health and how to care for their teeth.

p.3

Children's welfare and wellbeing Strong standard

Staff skilfully adapt their approach to reflect each child's age, stage of development and individual needs. They provide effective support for all children, including those with special educational needs and/or disabilities and those facing other barriers to learning. Staff nurture children's emotional wellbeing successfully, helping them recognise, understand and regulate their emotions through meaningful conversations.

p.3

Curriculum and teaching Strong standard

Leaders have developed an ambitious curriculum with a particular focus on children's personal and social development and communication. The curriculum offers rich experiences, indoors and outdoors. Staff interact frequently and purposefully with children. They enjoy gardening, yoga and caring for the chickens. The learning environment is set up purposefully, so that it is inclusive for all children. Disadvantaged children, those with special educational needs and/or disabilities (SEND) and those who may face barriers to learning receive individual support plans that help them to succeed.

p.3

Curriculum and teaching Strong standard

Leaders and staff use thorough assessments to monitor children's progress and provide tailored interventions. Staff meticulously plan learning opportunities so all children, including those with SEND or those who have barriers to learning, can participate fully. Children who speak English as an additional language are supported very well. Staff learn key words and phrases in children's home languages and embed them into the daily routine. Staff work very closely with parents to ensure that children feel valued and able to communicate. Communication and language are prioritised through a language-rich environment and high- quality interactions. Books and stories are prioritised to help children develop a love of books. Thoughtful, meaningful questioning and narration during play helps to extend children's vocabulary. Mathematics is explicitly taught and woven through daily routines. For instance, at snack time staff talk about 'half' and 'full'. Toddlers recognise numbers and

p.3

Curriculum and teaching Strong standard

shapes in their environment. Children benefit from high-quality focused interactions with skilled staff from the start. This helps them to be ready for their next stage of learning.

p.4

Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND), those known to children's social care and those who may face other barriers to their learning and/or wellbeing receive highly effective, timely and targeted support from staff. Staff are vigilant in identifying emerging needs and make swift referrals to relevant professionals, enabling children to access appropriate support as quickly as possible. Staff work collaboratively with parents and professionals to ensure children receive the right interventions at the right time. Leaders and staff are deeply committed to creating an inclusive environment, where every child is valued. Well-embedded strategies and thoughtful adaptations to the environment successfully remove barriers and support children's development.

p.4

Inclusion Strong standard

Leaders carefully consider how additional funding can be used to maximise children's learning and development. Regular pupil progress meetings enable staff to precisely identify gaps in learning and agree targeted actions. Leaders and staff use this information effectively to identify appropriate training, resources and interventions for individual children. For example, resources have been purchased to strengthen children's physical development and speech and language skills. Leaders rigorously monitor the impact of additional funding, ensuring it leads to improved outcomes. As a result, all children make strong progress from their individual starting points.

p.4

Inclusion Strong standard

Leaders have established highly effective partnerships with external agencies, including the local authority, health visitors and social care, to support vulnerable children and families. Staff respond to complex family circumstances with exceptional professionalism, sensitivity and care. They provide children and families with emotional support and consistent experiences, enabling children who require additional support to feel settled, secure and highly confident within the setting.

p.4

Leadership and governance Strong standard

Leaders and staff are highly passionate and knowledgeable about their roles. Dedicated and reflective leaders have an excellent understanding of the setting's strengths and priorities for development. They provide staff with targeted, individualised professional development that successfully builds confidence, knowledge and expertise. Leaders align training to identified priorities, driving continuous improvements across the nursery.

p.4

Leadership and governance Strong standard

Leaders actively promote staff workload management and wellbeing. They foster a positive, supportive culture, where staff feel valued and well supported in their roles.

p.4

Leadership and governance Strong standard

Leaders have a thorough understanding of the needs of the children and families who attend. They have established highly effective partnerships with external agencies, including health visitors and social care, enabling families to access timely advice, guidance and support when needed. Leaders work closely with other professionals to ensure children with special educational needs and/or disabilities (SEND) receive well-coordinated support. They ensure agreed strategies are implemented consistently across the setting, helping children with SEND make secure progress from their starting points.

p.4

Leadership and governance Strong standard

Leaders ensure that additional funding, including early years pupil premium, is used effectively to enrich children's learning experiences and support their individual needs. Leaders and staff build highly effective partnerships with parents and carers, which have a significant positive impact on children's wellbeing and development. Parents speak extremely positively about the nursery, describing the staff as 'second to none'.

p.5

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

Children and their families are at the heart of this home-from-home nursery. Staff provide a highly nurturing and inclusive environment, where respectful relationships help children feel safe, secure and valued. Children are greeted warmly by caring, attentive staff. They demonstrate that they feel safe, as they leave their parents with ease and eagerly join their friends. Parents feel exceptionally lucky to attend the nursery and explain that the staff 'go above and beyond' to meet the individual needs of the children and their families.

p.5

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

Children are highly engaged, curious learners, who thrive in a rich, stimulating environment. They enthusiastically explore exciting activities, such as viewing photos from home, showing children and their families on different types of transport. Through these experiences, children learn about similarities and differences between families and children recall past experiences and use a wide variety of vocabulary.

p.5

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

Babies thoroughly enjoy singing their favourite songs with puppets. They confidently join in the 'Mr Frog' song with the actions, extending their vocabulary. Where babies or children are unsettled, staff provide reassurance and cuddles, helping them to feel secure and reassured. Older babies select their favourite song using puppets. They enthusiastically jump up and down and join in. Staff skilfully adapt their approaches to meet all children's needs, including those who are disadvantaged or those with special educational needs and/or disabilities. Meaningful interactions support children, when they are overwhelmed. This tailored approach supports every child's individual needs, developing their wellbeing, confidence and self-esteem.

p.5

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

Staff place a high priority on outdoor exploration. Older children show fantastic independence as they put on sun cream and explain why they need to wear hats in the

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: School House Nursery NE limited warm weather. Children demonstrate excellent physical skills as they balance on wooden beams and stepping stones. Staff have very high expectations for children's behaviour. Children create play collaboratively together and cooperate with one another. Children are encouraged to share, take turns and cooperate with their friends.

p.6

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 disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with leaders, staff and children and considered comments from parents during the inspection.

p.6

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. Register(s): EYR

p.6

About this inspection

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8