Hidden Garden Day Nursery at Paper Lane

Hidden Garden Day Nursery at Paper Lane

Unique reference number (URN): 2820299 Address: Paper Lane Day Nursery, Purnell House, Paper Lane, Paulton, Bristol, BS39 7AA Type: Childcare on non-domestic premises Registered with Ofsted: 22/11/2024 Registers: EYR Registered person: HGDN 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 are given many opportunities to develop their independence throughout the day. For example, babies independently access their own cups when they want a drink of water, while older children serve their own food at mealtimes. These daily routines help children develop confidence, self-help skills and independence.

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Achievement Expected standard

Children typically benefit from a well-planned school readiness programme that promotes their emotional wellbeing, communication and independence. They take part in activities that support early literacy, listening and turn-taking skills, helping to prepare them for the next stage in their learning. As a result, children are developing the knowledge and skills they need for school. However, opportunities to deepen children's thinking and mathematical understanding are not always consistent, which means children do not always build as securely on their learning across all areas of the curriculum.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a warm and positive environment where staff generally promote high expectations for behaviour. Staff promote positive behaviour through praise, clear routines and the use of the nursery's 'golden rules'. Staff have received training in positive behaviour management. They support children to understand their feelings by talking through situations, using redirection and offering calm activities when needed. For example, staff remind children to use 'kind hands' and use a sand timer to help children learn to wait, take turns and share fairly.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote British values through daily experiences, with children typically learning respect, kindness and cooperation. Children receive encouragement to express their views through activities and games where they share ideas while listening to others. In the main, staff promote independence, positive manners and turn-taking throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with families. For example, they share the behaviour policy, provide 'golden rules' keyrings, and offer library books and activities linked to stories that help children understand their emotions. These partnerships, together with the nursery's emphasis on regular attendance and punctuality, help children to settle quickly and build positive relationships.

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Children's welfare and wellbeing Expected standard

Children are happy, settled and engaged in their learning. They benefit from daily access to the outdoor environment. Children develop their physical skills through physical play, as well as wider learning experiences, such as sand and water play.

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Children's welfare and wellbeing Expected standard

Staff support children's health and wellbeing effectively through established routines. During lunchtime, staff identify children's dietary requirements using placemats with dietary pegs to ensure meals are served safely. Children greet the catering team as lunch arrives and independently serve their food from shared bowls. Staff encourage independence by asking children to take 4 scoops before returning for more if they are still hungry. Mealtimes are typically calm and sociable. Staff engage children in conversations about their favourite foods and family members, supporting their communication and social development.

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Children's welfare and wellbeing Expected standard

Children sleep in their designated rooms on appropriate mats with breathable sheets, and staff complete checks every 10 minutes. Staff follow children's individual care plans carefully, including enhanced monitoring for children with medical needs. Staff also support children's emotional wellbeing by helping them to recognise and talk about their feelings. For example, they use mirrors and emotion cards to discuss expressions, asking questions such as, 'How do you know he is sad?' and 'What makes you happy?'. This helps children to develop emotional awareness.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that covers all areas of learning. The curriculum is sequenced to help children to build the knowledge and skills they need for their next stage of development. Staff understand the intended learning for each day, They use ongoing assessment to adapt activities to children's different starting points and needs. Staff prioritise children's personal, social, emotional and physical development well. They celebrate children's achievements, such as taking their first steps, promote independence through daily routines and support positive relationships.

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Curriculum and teaching Expected standard

There is a clear focus on children's communication and language. Across the nursery, staff introduce new vocabulary through play, stories and singing. Younger children learn colours and shapes as staff model language during activities, such as mark making and play-dough play. Staff also use descriptive words, including 'spiky', 'soft', 'large' and 'stomp', alongside Makaton signs. This helps children to develop their vocabulary, understanding and confidence to communicate.

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Curriculum and teaching Expected standard

Staff make appropriate adaptations so that children with special educational needs and/or disabilities and those facing barriers to learning can participate fully alongside their peers. Teaching is typically effective and engaging. For example, staff use forest school activities to teach children about bees and the natural world through a well-sequenced range of practical experiences. However, staff do not consistently use open-ended questioning to extend children's thinking or develop mathematical concepts such as measuring, comparing, recognising patterns. As a result, children are not always exposed to a broad enough range of mathematical learning experiences to deepen their understanding and vocabulary.

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Inclusion Expected standard

Leaders are committed to providing an inclusive environment where all children, including those children with special educational needs and/or disabilities (SEND) and those facing barriers to learning, receive support to achieve well.

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Inclusion Expected standard

Leaders hold daily morning meetings with room managers to discuss children's learning and progress. Staff know children well and make appropriate adaptations to activities and routines so that all children can take part and make progress. Staff use observations, assessments check points to identify children's individual needs. Leaders regularly review children's progress and the impact of the support provided. They make changes where needed to help children to achieve the best possible outcomes.

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Inclusion Expected standard

Staff who are responsive for the coordination of support for children with SEND are developing their knowledge through training. They are beginning to embed effective systems and advice from outside agencies into practice. Leaders use early years pupil premium funding to provide targeted support and additional learning opportunities for disadvantaged children. Leaders also work closely with families and other professionals to ensure children known to, or previously known to, children's social care receive consistent support that promotes their learning, wellbeing and overall development.

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Leadership and governance Expected standard

Leaders have a secure understanding of the nursery's strengths and are committed to continuous improvement. They regularly reflect on practice, monitor the quality of provision and identify priorities to further improve outcomes for children. Recent changes to leadership have been managed well. There are clear induction processes that help new staff to understand the nursery's expectations, policies and procedures. However, leaders should strengthen professional development and monitoring to further improve staff's use of open- ended questioning and the teaching of mathematical concepts.

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Leadership and governance Expected standard

Leaders typically make decisions that are in the best interests of all children, including those with special educational needs and/or disabilities, disadvantaged children and those who face barriers to learning. Staff are well supported through regular supervision sessions, training opportunities and clear professional targets, which are displayed on lanyards to keep priorities at the forefront of practice. Staff report that leaders are approachable, value their wellbeing and are mindful of workload. This helps to create a positive and supportive working environment.

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Leadership and governance Expected standard

Staff generally work well together and share information effectively to ensure children's needs are met. Parents and carers report that staff are available to talk and will telephone if needed, helping to remove barriers to communication. These positive relationships support effective partnerships with families and help to promote children's learning, wellbeing and development.

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

Children are happy and settled in this calm and nurturing environment, where they feel safe, welcomed and valued. A secure key-person and buddy system helps children to settle quickly. Children are warmly greeted on arrival, promoting a sense of belonging. Children build warm, trusting relationships with staff who respond sensitively to children's individual needs. Leaders ensure that children's personal care needs are approached respectfully. For example, staff get down to children's level, use an object of reference and ask for their permission before providing nappy changing or nose wiping. This ensures children feel respected and valued.

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

Children receive support in an environment rich in language. They hear and use a wide range of vocabulary throughout the day. Staff use Makaton alongside spoken language, modelling phrases, such as 'more please'. This helps children to understand, express themselves and communicate in their own way. Children develop their vocabulary through descriptive language and singing.

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

Children follow familiar routines, play cooperatively and behave well. Staff reinforce the setting's golden rules by reminding children to use 'kind hands'. They use a sand timer effectively to encourage turn-taking, helping children to develop patience, fairness and the ability to share with others. Children also benefit from a spacious learning environment, with all rooms providing daily free-flow access between the classroom and outdoor garden areas. The nursery further enriches children's learning through dance and forest school sessions. Children learn about bees, the environment and the natural world through a carefully sequenced series of activities during forest school session. They listen to a story, made a bee bath, created bees from play dough and collected 'nectar'. These hands-on experiences help children to deepen their understanding of the natural world.

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Next steps

Leaders should extend children's thinking, encourage deeper conversations and provide children with time to think and respond, such as by ensuring that staff consistently use open-ended questions. Leaders should ensure staff maximise opportunities to embed children's mathematical learning throughout daily practice.

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About this inspection

The inspector spoke with leaders, staff, those responsible for safeguarding and children with special educational needs and/or disabilities, parents and carers 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

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Address:

Paper Lane Day Nursery Purnell House, Paper Lane, Paulton Bristol BS39 7AA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 06:00

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Address:

Local authority: Bath and North East Somerset Council

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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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1 to 4

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

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

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