Park View Childcare

Park View Childcare

Unique reference number (URN): 2795418 Address: 116 Cowells Road, Woodstock, OX20 1GB Type: Childcare on non-domestic premises Registered with Ofsted: 12/06/2024 Registers: EYR Registered person: Park View Childcare (Woodstock) Ltd

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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

Leaders have established clear routines and high expectations for children's behaviour. Staff apply these expectations consistently and model positive interactions. Children understand daily routines, listen well and follow instructions. They use good manners, share resources and show kindness to one another. Children routinely say 'please' and 'thank you' without adult prompts. Routines are embedded across all age groups. For example, babies join in with actions and babble with enjoyment during familiar songs at group time.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children in achieving the best possible behaviour through consistent modelling, clear routines and explicit teaching of positive interactions. They show children how to share, take turns, listen to others and resolve disagreements calmly. Staff know children and their families well and use this knowledge to respond sensitively to children's ages, stages, individual needs and circumstances. As a result, children build positive relationships with adults and each other. They play collaboratively, manage minor disagreements with adult support and show consistently positive attitudes toward learning and their relationships with one another.

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Behaviour, attitudes and establishing routines Strong standard

Leaders significantly improve attendance through robust systems that monitor absence closely and ensure children attend nursery regularly. They act quickly when children do not attend, contacting families and working collaboratively to remove barriers and establish positive routines.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the centre of the provision. They rigorously review policies, procedures and daily practice, then adapt them effectively to meet children's changing needs. Staff know children and families in detail and use this knowledge to respond swiftly and sensitively to care needs, dietary requirements, emotional needs and changes in family circumstances. They build secure relationships with families, babies and children across the whole provision, not only with their own key children. Children respond warmly to their key people. Parents highly value the care staff provide and speak positively about how staff know, nurture and support them and their children.

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Children's welfare and wellbeing Strong standard

Leaders and staff embed consistent routines that help children feel safe, settled and ready to learn. Staff teach children healthy habits through daily practice, including handwashing, sun safety, oral hygiene and making healthier food choices, using examples of healthy food grown in the setting. They help children understand how to keep themselves safe, including when using electronic devices. Leaders promote children's physical development through regular outdoor exploration in the setting and the local community, including visits to the grounds of Blenheim Palace.

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Children's welfare and wellbeing Strong standard

Staff apply safe sleep and eating routines consistently and use resources that meet children's individual needs. They teach independence through everyday routines, such as tidying away, serving food and managing personal care. Even the youngest children use

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Expected standard

serving spoons and manage lunch portions, helping them build confidence, self-care skills and healthy habits through repeated daily practice.

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Achievement Expected standard

Children make encouraging progress from their starting points. They have positive relationships with their key people, which support their development and help them feel secure as they learn and play. Children, including those with special educational needs and/or disabilities, those known to social care and those who face barriers to learning, take part and make progress alongside their peers.

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Achievement Expected standard

Children develop their communication and language skills through songs, stories, books and everyday conversations. They use new words, listen with interest and begin to express their ideas with growing confidence. Babies make clear progress in their early physical development as they stretch, reach, pull up and strengthen their core muscles in well- planned spaces. Children develop independence as they follow routines, manage self-care tasks and take part in practical activities.

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Achievement Expected standard

Children engage well in purposeful activities. For example, they use fruit juicers to explore what happens when they squeeze and talk about the smells and tastes. They enjoy caring for the vegetables they have grown and picking carrots when they are ready to eat, recalling how they planted them and what they needed to keep them growing. Children explore the natural world and learn about diversity through languages, books and activities that reflect children's cultures. Children develop the knowledge, skills and confidence they need for their age and stage, whether they remain at the setting or move on to pre-school or school.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that supports children at each stage of development, covering all areas of learning. They know what they want children to learn and take action to strengthen the provision. Staff use assessment and observation to identify what children know, can do, and need to learn next. This helps them plan activities and adapt teaching to children's different starting points, needs and circumstances, including children with special educational needs and/or disabilities, children known to social care, and those who face barriers to learning or wellbeing. Staff support children in learning about the world, growth, nature and the environment. They provide meaningful opportunities for children to explore how things grow by teaching them how to care for vegetables and flowers. Staff help children to plant seeds, water plants, notice changes over time and understand what living things need to thrive.

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Curriculum and teaching Expected standard

Staff support children's language skills through songs, stories, books and conversations. They introduce vocabulary across the areas of learning, including activities that develop children's mathematical knowledge through colour, pattern, number, counting and capacity. Leaders prioritise children's physical, personal, social and emotional development. They place a high emphasis on babies' and toddlers' physical development and communication. Staff support children to learn about differences in the world through positive experiences that connect to their own lives. They share books, songs, languages and activities that reflect children's cultures and family experiences, helping children to notice similarities and differences in ways that are familiar and relevant to them. Leaders provide high-quality support through clear modelling, coaching and training, and improvements are beginning to develop. However, staff do not always use everyday interactions, particularly with toddlers,

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Curriculum and teaching Expected standard

to extend children's vocabulary and thinking.

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Inclusion Expected standard

Leaders have created an inclusive culture. Staff know children well and respond to their individual needs. Leaders maintain clear oversight of children's development and needs. They communicate effectively with each other and use clear systems to identify needs early. Staff recognise when children may need additional help and make suitable adaptations so that all children can take part in the provision. This includes children who need support with speech and language, children who speak English as an additional language, and those with special educational needs and/or disabilities.

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Inclusion Expected standard

Leaders work closely with parents and other professionals to shape support for children. They use additional funding thoughtfully and review its impact, adapting support when needed. For example, they have added familiar resources to the home corner and role-play area to help children develop speech and language through play linked to home experiences. Key people support children known to children's social care by building secure relationships with families and planning flexibly for routines or events that may require extra support. Leaders advocate for children and challenge decisions when they believe children need further help.

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Leadership and governance Expected standard

Leaders understand the setting's strengths and priorities for improvement. They have clear plans to strengthen the outdoor provision as the setting grows and more children move through the age ranges. Leaders take action to improve practice and use clear policies, procedures and routines to support the day-to-day running of the setting. Those responsible for oversight remain actively involved and provide appropriate challenge to support children's safety, care and learning. Leaders review policies and procedures regularly and adapt practice to meet children's changing needs.

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Leadership and governance Expected standard

Leaders support staff effectively. Staff work together collaboratively, understand their roles and say that leaders value and support them. Leaders manage workload appropriately and provide training that helps staff develop their knowledge and confidence. This includes training linked to babies' development, safer sleep, safeguarding and early years development. Staff use this training in practice, and leaders continue to model and mentor staff during everyday routines. This supports consistency across the provision.

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Leadership and governance Expected standard

Leaders are visible in the setting and have built positive relationships with parents. They keep families informed and supported and act decisively in response to concerns. Leaders plan transitions carefully so that children settle and move on to their next stage of development successfully. Leaders now need to build on communication with parents about their individual child's learning, alongside general updates, so families receive the information they need to support learning at home. They should also help staff recognise and use everyday opportunities to extend children's vocabulary and thinking.

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

Children feel safe and cared for and are recognised for their uniqueness at the nursery. They arrive happy because adults understand what helps them settle, feel calm and begin their day with confidence. Babies enjoy snuggling in to look at books, turning pages and babbling at the pictures while familiar adults respond warmly. Children explore the provision with curiosity, moving between inviting spaces and discovering natural materials that spark their imagination.

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

Children enjoy exploring the natural world outdoors and develop positive relationships as they play and learn together. They notice how trees, plants and flowers change over time and point excitedly to the planes that regularly fly overhead. Children show pride as they care for vegetables they have grown, spot new shoots, water them and pick what they have nurtured. They grow in confidence as they serve their own food, manage simple routines and invite others to join their play. Adults model respectful interactions and gently support children to take turns, listen to each other and show care when others need help.

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

Children enjoy learning because adults skilfully extend their vocabulary through positive interactions. Adults talk with children about what they can see, hear and notice in the environment, introducing new words as children explore natural materials, observe changes outdoors and describe their play. During storytelling, adults ask thoughtful questions, model rich language and encourage children to use new words to explain their ideas. Babies and toddlers feel secure because adults respond sensitively and help them communicate. As a result, children feel a clear sense of belonging and have the support and opportunities they need to thrive.

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Next steps

Leaders should support staff to recognise and use everyday interactions to extend children's vocabulary, thinking and knowledge across the curriculum. Leaders should strengthen how they engage with parents to ensure communication is clear about what their children are learning and how they can support this at home.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Park View Childcare (Woodstock) Ltd

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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.

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About this inspection

The inspector spoke with 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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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.

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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.

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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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