Early Years at Natures Nook

Early Years at Natures Nook

Unique reference number (URN): 2839398 Address: Lache County Junior & Infant School, Hawthorn Road, Chester, CH4 8HX Type: Childcare on non-domestic premises Registered with Ofsted: 28/04/2025 Registers: EYR Registered person: Early Years@Natures Nook

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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

All children make steady progress in their development from their starting points. Children are confident and motivated learners who engage positively in a range of experiences across the curriculum. Children show perseverance in their play.

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Achievement Expected standard

Children develop communication skills as staff model language, introduce new vocabulary and encourage meaningful conversations throughout the day. For instance, staff sit alongside and supervise children during mealtimes and engage in meaningful conversations.

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Achievement Expected standard

Children show physical strength and coordination as they search for insects and dig outside in the sand. They develop the required muscles and hand–eye coordination needed for later writing. Children demonstrate growing independence and social confidence throughout the day. For example, they put on their own shoes before going into the garden. On some occasions, children fetch their own, and sometimes their friends', water bottles when they need a drink.

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Behaviour, attitudes and establishing routines Expected standard

Leaders set clear expectations for behaviour and routines across the setting. Staff model positive behaviour and support children to understand what is expected. For example, staff model turn-taking during group activities, such as when children roll a ball to one another and say each other's names. Children respond positively, sharing toys and taking turns with guidance and age-appropriate support from staff when needed.

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Behaviour, attitudes and establishing routines Expected standard

Staff offer calm, timely reminders to help children understand how to keep themselves and others safe. For example, they remind children to use their 'walking feet' indoors to support safe movement around the nursery. Children respond well to praise and encouragement, showing pride in their achievements and a growing awareness of how their actions affect those around them.

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Behaviour, attitudes and establishing routines Expected standard

Staff are good role models and get to know the children well and understand their needs and individual areas for development. Children form secure attachments with the kind and caring staff. This helps children to develop a sense of security and confidence. Leaders work closely with families to support attendance and help them develop routines.

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Children's welfare and wellbeing Expected standard

Children develop secure and responsive relationships with staff. Staff prioritise children's welfare and emotional wellbeing. For example, staff encourage children to take part in breathing exercises before story time. This helps children to regulate their emotions and prepare for calm, focused learning. Children enjoy their mealtimes and are becoming increasingly independent. Staff sit alongside them during snack, promoting self-help skills as children pour their own drinks and spread butter on their toast. Children learn about healthy eating and the importance of staying hydrated. Staff strengthen this understanding by linking experiences to familiar stories. This helps children make meaningful connections in their learning. Children deepen their understanding of where food comes from by growing their own vegetables in the nursery allotment. They work with the local supermarket to learn about the journey food

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Children's welfare and wellbeing Expected standard

Staff carry out daily checks in all parts of the nursery, indoors and outdoors, to reduce risks of hazards. They teach children how to act in safe ways. Children understand how to keep themselves safe. For instance, they know to wear sun hats when playing outdoors.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the nursery community. They use this information to develop an ambitious curriculum with a clear focus on developing the skills that children need for the next stage in their learning. Staff share a clear vision of what they want children to know and do. Generally, this is implemented well. However, teaching is not yet fully consistent across the nursery. At times, staff miss opportunities to deepen children's thinking, and the quality of experiences varies between groups. For example, staff do not always use open-ended questions to allow children to think for themselves.

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Curriculum and teaching Expected standard

The curriculum is rooted in nurturing relationships and responds directly to children's interests. Children make their own choices in their learning and are keen to play and explore. Staff support children to build on their communication and language skills. They introduce new vocabulary as they play alongside children. For example, children learn to 'twist and turn' as they complete the puzzles.

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Curriculum and teaching Expected standard

Children show a real love of stories. Staff use a range of props as they read to help children remain engaged and focused. Staff use opportunities throughout the story to pause and allow children to join in with the words that they know. Staff use assessment well to check what children know and can do, typically tailoring experiences to build on their learning. Parents receive regular updates about their children's progress.

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Inclusion Expected standard

Leaders and staff create an inclusive environment for children, including those with special educational needs and/or disabilities (SEND). Staff know children well and typically adapt teaching in the moment to meet individual needs. They use ongoing assessment to identify potential gaps in learning. Staff work in partnership with parents, carers and other agencies. They create individual plans to support children's next steps in learning and development.

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Inclusion Expected standard

Staff know how to support children who may face other barriers to their learning and/or wellbeing, including SEND and those known to children's social care. Leaders seek advice from relevant external professionals and implement strategies to support individual children. For example, staff use communication cards to help children understand what is coming next. This helps children to anticipate what is happening next and regulate their emotions.

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Needs attention

Leaders work well with parents to ensure a consistent approach and to make sure children are supported at the right time.

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Needs attention

Children's emotional wellbeing is prioritised. Staff create calm, nurturing spaces such as 'The Snug', where children can settle and feel secure. They also use simple regulation strategies, including breathing exercises before group activities. This helps children to manage their emotions and engage positively in learning.

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Leadership and governance Needs attention

Leaders have not notified Ofsted of a change to the committee members, as required. This prevents Ofsted from completing the necessary suitability checks. As an enhanced Disclosure and Barring Service check has been obtained, the impact on children is reduced. Leaders understand their responsibilities to ensure those working with the children have the necessary checks to ensure they are suitable to work with children. They have systems in place to ensure the suitability of all staff and volunteers.

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Leadership and governance Needs attention

Leaders understand the importance of working with parents and external professionals to ensure that the needs of children with special educational needs and/or disabilities and those known to children's social care are fully met. This helps reduce barriers to children's learning and supports children to make progress.

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Leadership and governance Needs attention

Leaders demonstrate a clear understanding of the strengths of the nursery and identify clear priorities for development. They prioritise staff training and development to ensure all staff and volunteers have access to ongoing professional development. All staff complete mandatory training, including safeguarding and paediatric first aid. Leaders place a high priority on ensuring the wellbeing of staff and are mindful of workload demands. Staff comment that they enjoy working at the nursery.

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

Leaders have not notified Ofsted of a change to the committee members as required. This means that all of the required suitability checks have not been completed. However, an enhanced criminal records check has been completed and this lessens the impact for children.

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Inspector:

Children arrive happy, settled and ready to engage. Staff create a warm, welcoming and nurturing environment where children feel valued and respected. Staff know children well and respond sensitively to their individual needs. They gather information from parents to understand children's individual needs and interests. Children build strong attachments with their key person, which ensures they feel safe and secure. Children confidently explore the thoughtfully organised environments and make choices in their play.

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Inspector:

Children enjoy learning and confidently join in conversations with staff. Staff promote early mathematics effectively as children count, name shapes and identify colours during activities. Children with special educational needs and/or disabilities and those who may face barriers to learning receive timely and targeted support. This ensures all children make typical progress.

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Inspector:

Children develop their social skills through a range of activities and experiences. They learn to take turns, share resources and communicate their ideas with peers and adults. For example, children invite others to join their play as they roll a ball back and forth. Children are kind and considerate to each other. Staff model good manners well. Children understand rules and follow them independently. Leaders work with children's families to manage their attendance and to develop solid foundations for future learning.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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Action Completion Date

improve knowledge and understanding of what must be notified to Ofsted, particularly in relation to changes in members of the governing body. 30/07/2026

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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. Jason Holmes

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Address:

Lache County Junior & Infant School Hawthorn Road Chester CH4 8HX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Early Years@Natures Nook

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Address:

Operating hours: Monday,Tuesday : 09:00 - 15:00,Wednesday,Thursday : 08:00 - 17:30,Friday : 08:00 - 12:00

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Address:

Local authority: Cheshire West and Chester

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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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