The Nursery

The Nursery

Unique reference number (URN): 2856767 Address: Unit 7, Paddlepod, Silverbirch Drive, Killingworth, NE12 5AB Type: Childcare on non-domestic premises Registered with Ofsted: 05/09/2025 Registers: EYR Registered person: The Nursery At Whitehouse Farm 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 generally make steady progress across all areas of learning. This includes children with special educational needs and/or disabilities and those who face barriers to their learning. Children take part in a wide range of age-appropriate activities that prepare them for the next stage in their learning. For example, younger children use scoops during sensory play. This helps them develop the skills needed to use a spoon independently. Older children self-register each morning by recognising their names.

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Achievement Expected standard

Children develop their physical skills in a range of ways. They build confidence as they climb, balance and ride trikes. Younger children use palm-grip crayons to make marks. This helps them strengthen the muscles in their hands. Older children use large chunky chalks to develop further control and coordination. Children also take part in regular physical activity sessions. For example, each week, they join an outdoor session led by a visiting coach from an external agency. As a result, children develop the physical skills they need for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote positive behaviour and clear routines across the nursery. Staff help children understand what is expected of them. Children build warm and trusting relationships with their key person. Staff respond sensitively to children's individual care needs. For example, in the baby room, staff use a large chair in a quiet area to cuddle, comfort and interact with children. As a result, children develop positive relationships with staff and settle well into daily routines.

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Behaviour, attitudes and establishing routines Expected standard

Staff use inclusive strategies to help children understand routines and expectations. For example, they use visual symbols to show children what is happening next. As a result, children understand daily routines and take part confidently in nursery life. Children have opportunities throughout the day to develop their independence. For example, they fill their cups using a water dispenser. However, some routines, such as lunchtime, do not promote independence as effectively as they could. This limits children's chances to develop the skills they need for the next stage of their learning, including moving on to school.

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Behaviour, attitudes and establishing routines Expected standard

Staff model kindness, respect and turn-taking throughout the day. Staff act as positive role models for children. For example, staff gently encourage babies to wait while others use the slide. Older children learn to take turns blowing bubbles. As a result, children behave well and show kindness and consideration towards their friends.

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Behaviour, attitudes and establishing routines Expected standard

Staff help children learn about emotions. For example, older children take part in circle time each morning. Staff use an emotions bag to encourage children to talk about how they feel. Staff help children recognise and name different emotions. As a result, children begin to understand their own feelings and show consideration for the feelings of others. Leaders promote the importance of attendance. They work closely with parents to support good attendance. Staff follow up absences promptly by telephoning families within the agreed timeframe. As a result, children build strong relationships with their key person and peers. They benefit from continuity in their learning and care.

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Children's welfare and wellbeing Expected standard

Leaders provide nurturing care that supports children's welfare and wellbeing. Staff use daily routines to support children's care needs. They work closely with parents to understand and meet children's individual needs. For example, staff follow well-structured sleep routines. They talk to older children about why some children need to sleep during the day. Children who do not sleep during this time lie down in a calm environment with soft lighting and relaxing music. As a result, children understand the value of rest and take time to relax.

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Children's welfare and wellbeing Expected standard

Staff help children develop healthy habits. For example, older children take part in weekly cooking sessions. During these sessions, children talk about healthy food choices and choose what they would like to cook. As a result, children begin to understand the importance of healthy lifestyles and healthy eating.

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Children's welfare and wellbeing Expected standard

Staff promote appropriate hygiene practices throughout the day. For example, staff guide babies to the sink to wash their hands before snack time and lunchtime. As a result, babies become familiar with hygiene routines and begin to develop their independence. Staff also promote good manners during mealtimes. They encourage younger children to use a spoon and praise their efforts when they try. However, staff do not apply this approach consistently with older children. Some children use their fingers to eat. As a result, older children do not consistently develop the skills they need for the next stage in their learning.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that covers all areas of learning. They build on children's interests, routines and next steps. They have a clear view of what they want children to learn and how this learning should build over time. Leaders shape the environment to fit children's needs. They also adjust plans so that every child can join in. For example, leaders put furniture and resources low to the ground for babies who are exploring on their tummies. As a result, children generally access learning experiences that meet their individual needs and help them make progress.

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Curriculum and teaching Expected standard

Teaching is typically effective across the setting. Staff place a clear focus on communication and language throughout children's play. For example, they model and repeat words such as 'pop' and 'stamp' as children chase and burst bubbles. They also model words such as 'crunch, crunch, crunch' as children explore sensory experiences with their feet. Staff support older children's learning through conversation and questioning. For example, they ask, 'What do we use that for?' as children explore familiar objects, such as a spatula and a dustpan and brush. As a result, children develop their vocabulary and use language to share their ideas and experiences.

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Curriculum and teaching Expected standard

Staff promote mathematical language throughout the day. They weave counting and number words into daily routines and play. For example, staff count babies' toes as they have their nappies changed, saying, 'one, two, three, four, five'. They also use number language as children make marks with chunky crayons, counting, 'one, two, three' before each mark. As a result, children hear and begin to use mathematical language in meaningful contexts.

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Inclusion Expected standard

Leaders create an inclusive environment that welcomes and values all children. Leaders identify children who need extra help and put support in place quickly. For example, they work sensitively with families from the child's first visit. This helps leaders and staff to understand children's individual needs. Leaders and staff generally assess children's needs well. They use small, achievable targets and break learning into manageable steps. They record these on support plans and review them regularly. Staff adapt strategies to reduce barriers to learning. For example, they use visual aids and Makaton to help children communicate and understand. As a result, children usually receive appropriate support and make ample progress from where they began.

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Inclusion Expected standard

Leaders use available external agencies. They work closely with health visitors, the speech and language team and the local authority's special educational needs team. Leaders follow advice to help children access learning experiences alongside their peers. For example, staff use specific strategies from speech and language therapists to help with communication. Parents feel involved in their child's support. They are also kept updated when outside agencies are contacted. The local authority offers staff training that effectively improves staff knowledge and practice. As a result, children are generally supported to access learning opportunities and participate fully in nursery life.

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Inclusion Expected standard

Leaders work with children's social care to help children and their families when needed. They check children's welfare effectively and follow safeguarding procedures confidently. As a result, staff generally support children well and reduce barriers to learning.

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Leadership and governance Expected standard

Leaders create a warm and nurturing environment. Children, families and staff feel valued and welcomed. Leaders promote an open and positive culture and have a clear vision for the nursery's continued development. They understand the strengths of the provision and identify areas for further improvement. For example, they plan to enhance the outdoor area and make better use of the natural space available. Leaders also plan to strengthen staff expertise by providing forest school training.

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Leadership and governance Expected standard

Staff feel supported by leaders. Leaders consider staff wellbeing and create a positive working environment. For example, staff have access to a comfortable staffroom with sofas where they can take breaks and recharge. Leaders provide breakfast and lunch and create a welcoming environment that feels like a home from home. Leaders work flexibly with staff and consider individual circumstances when arranging working hours. As a result, staff feel valued and well supported in their roles.

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Leadership and governance Expected standard

Leaders understand the local community and the varied experiences children have outside the nursery. They enhance the curriculum by offering chances that expand children's view of the world. For example, children deliver donations to a local food bank and visit local parks. These experiences help children feel that they belong and take responsibility for their community. Leaders build positive partnerships with parents. Staff share daily updates through an online application. This keeps parents informed about their children's learning and care. Leaders also organise events such as summer garden parties. These gatherings help families meet and build supportive relationships. This helps parents to develop networks with other families. Parents speak positively about the nursery and the care that their children receive. As a result, parents feel valued, involved and well supported.

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

Children are happy and enjoy their time in this nurturing environment. They enjoy meaningful learning experiences that reflect their individual needs and interests. Children make choices in their play and move confidently between resources and activities. For example, babies show delight as they choose to go down the slide. Toddlers enjoy exploring sensory trays with their feet. Children, including those who face barriers to learning, typically make progress from their starting points and prepare well for their next steps in learning.

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

Children enjoy learning in this inclusive environment. They develop their communication skills through a range of methods that meet their individual needs. Staff use visual aids and model Makaton throughout the day. For example, some babies copy the signs for 'please' and 'thank you' during snack time.

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

Children build warm and trusting relationships with their key person. This helps them feel secure and well supported. Children learn alongside their peers and enjoy shared experiences. For example, toddlers giggle together as they blow and pop bubbles outside. Older children work together in the role-play area as they care for dolls. Children respond positively to sensitive reminders about sharing resources. They learn how to manage their interactions with kindness and consideration for others. Consequently, children show positive behaviour throughout the nursery.

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

Children benefit from positive partnerships between staff and their families. They look at photos of their family members with staff and other children. This helps children recognise their uniqueness and develop a sense of belonging. Children attend regularly because leaders work closely with families to promote attendance. As a result, children maintain positive relationships with their key workers and enjoy consistent daily routines.

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Address:

Unit 7, Paddlepod, Silverbirch Drive Killingworth NE12 5AB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Nursery At Whitehouse Farm Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

Leaders should strengthen opportunities for older and developmentally ready children to develop their independence during mealtimes, helping to prepare them for the next stage of their learning.

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About this inspection

The inspector spoke with leaders, practitioners, 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. 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. 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 .

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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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