Vale Street Nursery

Vale Street Nursery

Unique reference number (URN): 2813345 Address: Unit K, Beech Industrial Estate, Vale Street, Bacup, OL13 9EL Type: Childcare on non-domestic premises Registered with Ofsted: 15/10/2024 Registers: EYR, CCR, VCR Registered person: Vale Street Nursery 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

Typically, all children achieve well and make steady progress across all areas of learning. Children are prepared for the next stage of their learning journey effectively, including their transition to school. Staff support babies to develop their physical skills by encouraging them to walk across sensory mats. Babies develop their social, communication and listening skills through singing and story sessions. Toddlers strengthen their hand muscles through play dough activities and are introduced to vocabulary such as 'squash', 'poke' and 'squeeze'. Toddlers develop their vocabulary and understanding of positional language through activities such as 'What's in the Bucket?' and when being supported to play with the train track.

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Achievement Expected standard

Pre-school children develop their understanding of sequencing and the days of the week through 'The Very Hungry Caterpillar' and a linked game. They practise taking turns, counting and recalling information. Throughout the nursery, staff support children to develop increasing independence through everyday routines. This includes washing their hands and using the toilet independently. These experiences help children build the skills and knowledge they need for their future learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote children's motivation to learn. They provide activities and experiences that reflect their interests and encourage curiosity. Typically, children demonstrate positive attitudes to learning. They remain focused on activities and engage confidently in conversations with adults and their peers. They independently choose resources and activities that interest them. Staff provide one-to-one support when needed to help children follow routines and sustain their engagement.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well. Staff support younger children to play fairly and share. They help older children develop strategies to resolve minor conflicts. Staff recognise children's kindness and positive interactions with others through praise. However, this praise is not always specific enough to consistently reinforce positive choices and support children in developing the skills to manage their own behaviour. Staff communicate routines and transitions clearly, including key times, such as lunchtime. Children generally understand expectations. They work together to tidy up when staff use the tidy-up song. These routines help children develop a sense of belonging, security and confidence in the nursery.

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Behaviour, attitudes and establishing routines Expected standard

Staff help children manage their emotions through sensitive discussions, familiar books and support from their key person. Leaders and staff promote regular attendance and punctuality from the outset. Leaders work proactively with parents and carers to identify and remove barriers to attendance, including adjusting session times where appropriate. This approach helps children access their entitled education and benefit from regular learning experiences and established routines.

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Children's welfare and wellbeing Expected standard

Leaders and staff foster warm, respectful and nurturing relationships with children. They embed the key-person system effectively, which supports children to feel safe, happy and motivated to learn. Typically, staff reflect children's routines, individual needs and preferences in care practices, including sleep and mealtimes. Leaders promote healthy lifestyles by providing nutritious meals, ensuring that children receive sufficient rest and physical activity and giving them opportunities to enjoy fresh air daily. Staff encourage children to wash their hands before eating and after toileting, supporting them to develop an understanding of hygiene routines.

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Children's welfare and wellbeing Expected standard

Staff promote children's growing independence throughout the nursery. Children confidently complete tasks for themselves, such as finding their place at the lunch table, choosing and pouring their drinks and serving their own food. Generally, staff supervise children closely during mealtimes to promote their safety. However, the organisation of self-service at lunchtime can result in some children waiting for extended periods and some dysregulation. Leaders and staff recognise these difficulties and are taking steps to address them. This is helping to support children to develop a better understanding of mealtime expectations and is promoting safe and positive experiences.

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Curriculum and teaching Expected standard

Leaders typically devise an inclusive curriculum that focuses on what all children need to learn across the 7 areas of learning. They place a particular focus on communication and language, physical development and personal, social and emotional development. Staff and leaders identify next steps for individual and groups of children. They share these regularly with parents and carers to support children's progress.

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Curriculum and teaching Expected standard

Generally, staff support children's communication and language development effectively. Comprehensive assessment and tracking help leaders identify gaps in learning and implement targeted strategies and support. Staff use Makaton signs, objects of reference and visual aids to help children make choices, express their views and develop their communication skills. Children listen enthusiastically to familiar stories and join in with repeated phrases. They continue rhymes, predict what might happen and use character props. Children access a suitable range of indoor and outdoor equipment that supports their physical development. Staff provide babies with space to crawl, climb and practise walking. Older children confidently use climbing frames, balance on obstacles and ride balance bikes.

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Curriculum and teaching Expected standard

Typically, staff weave mathematical learning into daily routines and activities. Babies join in with number songs and counting. Toddlers explore shape, colour and size through play dough, and pre-school children recognise numbers and solve simple problems. Variations in teaching quality and staff's knowledge mean that children do not always have opportunities to deepen their understanding or extend their learning through play. For example, staff praise neat letter formation but do not consistently identify or correct inaccuracies and misconceptions. Generally, staff understand the curriculum and how to teach it.

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Inclusion Expected standard

Leaders develop effective partnerships with other professionals to meet children's needs and reduce barriers to their learning and development. They identify potential barriers for children and families and recognise when families may qualify for additional support or funding. Leaders help families' access appropriate support when required. Leaders create a welcoming environment where they value every child and family. They gather detailed information before children start at the setting. They also use observations and discussions with parents and carers to identify children's individual needs. This information helps children settle securely and informs planning for their next steps in learning and development. Leaders use tracking tools effectively to identify and address gaps within groups of children. For instance, they have developed a targeted approach that helps children recognise, express and manage their emotions and develop self-regulation skills.

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Inclusion Expected standard

Leaders and staff work closely with parents to provide timely support and make sensitive referrals when appropriate. They signpost families to relevant services and support.

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Inclusion Expected standard

Typically, leaders use early years pupil premium funding effectively to narrow developmental gaps and support continued progress. For example, they purchase nursery pets and other resources to strengthen children's social and emotional development. Leaders monitor the impact of this tailored support and adapt provision when necessary.

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Leadership and governance Expected standard

Leaders form effective partnerships with parents and carers and understand the positive impact these relationships have on children's outcomes. Staff create an approachable environment where parents feel comfortable raising concerns and form firm relationships through 'stay and play' sessions. Leaders involve parents in decisions about their children and keep them informed about their progress and daily experiences. Parents speak highly of staff and the experiences they provide for their children. Leaders signpost families to appropriate support and work closely with other professionals involved with children and their families. Meaningful links between leaders in the nursery and the provision children move on to enable them to share information and tailor care and learning. This cohesive approach supports children's learning and wellbeing and helps them to thrive.

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Leadership and governance Expected standard

Leaders identify areas for further development and take action to improve the nursery provision. For instance, they have redeveloped the outdoor areas to reflect all areas of learning and meet the needs of all children, working alongside the local authority to achieve this. Leaders are continuing to address and improve the organisation of mealtimes but strategies are not yet embedded. Leaders conduct regular staff supervisions to discuss key children, staff's strengths, development needs and training opportunities. They respond to staff's interests by sourcing relevant training. Professional development is not yet consistently tailored to individual development needs of staff, which limits its impact in supporting sustained high-quality teaching and interactions.

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Leadership and governance Expected standard

Staff feel well supported, valued and listened to and morale remains high. Chit-chat gatherings, wellbeing events and formal meetings provide opportunities for staff to share their views. Leaders maintain an open-door policy and remain approachable and responsive to staff.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children demonstrate a clear sense of belonging as they excitedly approach the nursery entrance. They separate confidently and easily from their parents and carers because familiar staff welcome them warmly and know them well. Children settle independently into their chosen activities. They confidently join circle time, listen to stories and sing familiar nursery rhymes. Children develop positive attitudes to learning in the calm and purposeful environment. They typically play harmoniously together and demonstrate positive social skills. Children receive prompt support from staff to resolve minor disagreements. They share, take turns and understand how to be a close friend. Children show enthusiasm and curiosity as they engage with activities that reflect their interests. Babies enjoy exploring the farm, cause-and-effect toys and sand. Toddlers create pizzas in the home corner and play with trains, while pre-school children explore light-up resources and complete large-scale

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

paintings. Children thoroughly enjoy their time at nursery and make continued progress from their individual starting points across all areas of learning.

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

Children access the local community through visits to places, such as the park and local market. This broadens their experiences and understanding of the wider world and helps them make purposeful connections. Children learn about different cultures and religious festivals through celebrations, stories and meaningful experiences. All children feel valued, respected and included, and staff incorporate their interests into activities to sustain engagement. Children develop trusting relationships with staff and form independence through everyday routines. They change their shoes for outdoor play, pour their own drinks and wash their hands before eating. Children benefit from firm partnerships between home and nursery. Leaders promote regular attendance and punctuality by sharing clear expectations with parents and monitoring and responding to absences. Any barriers that children face are swiftly addressed, and they receive effective support to prepare them for

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Next steps

Leaders should strengthen the consistency and quality of teaching by identifying and developing staff's knowledge and evaluating the impact of training to ensure that all staff confidently deepen children's understanding and extend learning through purposeful interactions and play. Leaders should strengthen the use of specific praise so that staff consistently identify and reinforce the positive behaviours children demonstrate. Leaders should strengthen the organisation of lunchtime self-service to reduce waiting times and consistently promote safe mealtime practices.

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About this inspection

The inspector spoke with the nominated individual, managers, staff, 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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Address:

Unit K Beech Industrial Estate, Vale Street Bacup OL13 9EL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Vale Street Nursery Limited

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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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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

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