Heywood House Children's Nursery

Heywood House Children's Nursery

Unique reference number (URN): 2787481 Address: Heywood House Childrens Nursery, 15 High Street, Brimington, Chesterfield, S43 1DE Type: Childcare on non-domestic premises Registered with Ofsted: 29/04/2024 Registers: EYR Registered person: Heywood House Children's Nursery 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

All children make clear and sustained progress during their time attending the nursery. They develop high levels of confidence in their own ability. Older children use their own ideas to develop their imaginative play alongside others. Children understand rules and kindness. Babies are learning to manage their emotions, for example, while they wait for their turn on the slide. Older children comment on how they need to wait and take turns as they use the oven in the mud kitchen to 'cook' their pizzas.

p.2

Achievement Strong standard

Children develop strength and coordination in their hands and arms. Older children move large objects in the outdoor area while younger children use spoons to scoop cereal into containers. Older children are observant and draw pictures with details, such as rosy cheeks on a picture of a face. Toddlers learn how to use both hands together to achieve a task of building an animal pen using spring clothes pegs and lollipop sticks.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff set high standards for children to work towards and positively model good manners and care for others. Staff securely understand how leaders expect them to teach children about behaviour standards, and this is consistently applied in each room, using the appropriate language and gestures for the age of the children. Older children demonstrate their understanding of this as they play together in role-play scenarios, such as in a cafe. Individual adaptations are made for children who need them to enable them to join in with daily routines. For example, if children have difficulty joining in group activities, they may sit close to the group but not in it, or have a special place or toy to help them to prepare to join an activity.

p.2

Behaviour, attitudes and establishing routines Strong standard

Each room has an established routine for the children's day that follows a similar pattern across the nursery. This helps children become confident and familiar with what to expect next during the day. Babies and younger children begin to anticipate what is going to happen next after lunch, before they go to bed. Children are curious. Staff encourage this by introducing experiences, such as visiting building sites. Staff help children to try out new challenges, and this develops children's confidence in their own ability. All children persevere with their chosen activity, showing high levels of concentration. Children delight in their play, and parents and carers make sure their children attend regularly to support their development.

p.2

Children's welfare and wellbeing Strong standard

Leaders and staff positively support children's emotional development. They quickly identify when children are becoming upset or are struggling to manage in the nursery environment and respond effectively. There is an established quiet space in the garden for staff to use with children on a one-to-one basis where they can sit and talk, experience the scents of herbs or play while they prepare to return to their nursery room. Children learn good hygiene habits, in particular around mealtimes and snack times. Older children wash their hands without any hesitation before they eat. Leaders and staff encourage parents and carers to support toilet training at home, so children can manage independently when they move on to school. Babies' and children's privacy and dignity are maintained when nappy changing happens or when they are using the toilet. Staff are visible when nappy changing is being completed to provide an added level of safety to the process.

p.2

Children's welfare and wellbeing Strong standard

Staff pay close attention to children and make sure they are comfortable, for example wet clothes from playing or toilet accidents are changed quickly.

p.3

Children's welfare and wellbeing Strong standard

Children have nutritious, well-balanced meals and snacks at the nursery. These are prepared daily. They often include the fruit and vegetables children have grown and harvested themselves. This is developing their understanding of where food comes from and what a healthy diet is. They learn about making healthy food choices, and older children understand the impact of sugar on teeth. Staff talk to children about treats being special and why they are not for every day.

p.3

Curriculum and teaching Strong standard

Leaders and staff have developed a nursery curriculum that has clear learning intentions for each of the different nursery rooms. In each room, children learn how to be sociable, independent and confident communicators. Staff carefully adapt what they are doing to meet different needs or if children's interests take them in an unexpected direction. Activities are always purposeful and delivered with a constant high level of skill by staff. Staff support babies and younger children in their early language acquisition by responding to their babbles, showing them that their voice is an effective communication tool. Toddlers use familiar words, and staff extend what they have said to introduce the concept of stringing words together. By the time children reach pre-school, they use full sentences and new words they have learned in context.

p.3

Curriculum and teaching Strong standard

Staff weave mathematical learning into many activities. They develop children's familiarity with number names, shape and size, and the concept of counting objects. For example, during an activity, staff divided one piece of dough, so all children could have a piece each. Staff counted and reinforced 'how many?' when they put each piece down. Children heard number names, experienced one-to-one correspondence and found out about 'one more'.

p.3

Inclusion Strong standard

Leaders and staff are perceptive and notice children's individual needs. Their careful attention to observing and monitoring children's development helps them to identify any aspects where gaps may be emerging. They act quickly and with clear focus to work with parents and carers to get children the help they need as soon as is possible. When help is not immediately available, leaders and staff draw on their knowledge and experience to devise learning plans for children in collaboration with their parents. The internally and externally devised plans are embedded in staff's practice, and they have a high level of impact on the children. Parents say that the personalised learning plans are highly effective, and they credit them with having a significant positive impact on their children's progress. This has been particularly successful in preparing children for their move to school. Leaders and staff are actively working to reduce barriers to children's learning and

p.3

Inclusion Strong standard

attendance at the nursery. They have introduced a swap shop for parents to share outgrown clothes to reduce the expense of raising growing children. This is working well and is enabling regular attendance because all children can have access to suitable clothing and supplies of nappies.

p.4

Leadership and governance Strong standard

Leaders' and managers' oversight of the nursery provides them with clear information that they use to plan how they want the nursery to develop. They know the area the nursery serves well and make sure that any trends, such as an increase in domestic abuse, are known about and understood by all staff. They have an ethos of promoting healthy lifestyles that is highly visible in the curriculum and in children's routines and activities during the day. They make sure staff understand their values and implement the curriculum intentions in each room effectively.

p.4

Leadership and governance Strong standard

Staff are routinely monitored and observed by managers and their peers and receive productive feedback. Leaders consider that staff's development is an investment in the future of the nursery. They have adopted an online training package that staff can access at any time to boost or update their knowledge. When staff need specific training, such as working with babies, or there is an identified gap in practice, leaders and managers seek out training to meet their need. Apprentices and staff studying for higher level qualifications have study time made available.

p.4

Leadership and governance Strong standard

Leaders and managers have established positive and productive relationships with parents, carers and other settings. The communication channels are open and honest. This helps to provide children with comprehensive support at times of big transitions, such as the move to school. Staff manage transitions carefully for all children. Children with special educational needs and/or disabilities have a detailed 'handover' of information. If needed, additional support from nursery staff is provided, for example supported transition visits so that school staff are more aware of what is typical for the child and the strategies that support the child.

p.4

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

Children are welcomed into a well-managed, calm and safe environment. They develop positive and trusting relationships with staff who they interact with and respond well to. They seek comfort from familiar staff and confidently communicate when they want staff to join in with their play. Children receive praise from staff that helps them to understand what they

p.4

Inspector:

Joanne Smith have done well and encourages them to keep trying to achieve as much as they can. For example, when babies are beginning to roll over onto their tummy, staff start to place objects that attract their attention just out of reach to encourage different movements using their arms and legs.

p.5

Inspector:

Throughout the nursery, children's physical development is a focal point. By the time children are in the pre-school room, they can run and jump with good levels of balance and control. The way in which staff use the nursery garden is a key contributor to children's physical skills. Staff provide opportunities for children to dig, search for insects in the ground, plant seeds and harvest their produce, propel themselves on wheeled toys, kick, throw and catch balls and explore the smells and textures of nature. Children thoroughly enjoy these experiences, which sustain their concentration and spark their interest. They play with, and alongside, their peers and demonstrate increasing empathy towards each other. Older children ask questions, such as, 'What will happen?' and staff support them to find out, for example, by encouraging children to mix colours and observe the change.

p.5

Inspector:

Staff take time to find out about the children they care for. Children's personalities and needs are respected by staff. They are valued and supported to be proud of who they are. All children are supported skilfully by experienced staff members, and their progress is very positive. Children's learning styles and preferences are clearly understood by staff. They adapt their teaching to match the children's needs, whether this means breaking down learning in to smaller steps or extending learning to maintain a child's rapid progress.

p.5

Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

p.5

About this inspection

The inspector spoke with leaders and managers, staff, parents, carers and children during the inspection.

p.5

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.

p.5

Address:

Heywood House Childrens Nursery 15 High Street, Brimington Chesterfield S43 1DE

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Heywood House Children's Nursery Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:00

p.6

Facts and figures used on inspection

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

p.6

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.7

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.7

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7