Adam's Nursery Northwich

Adam's Nursery Northwich

Unique reference number (URN): 2861815 Address: 241-243 Manchester Road, Northwich, CW9 7NE Type: Childcare on non-domestic premises Registered with Ofsted: 12/11/2025 Registers: EYR Registered person: Adam's Nursery Group Ltd

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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 make positive progress from their starting points, including children that may face barriers to their learning and wellbeing. Children gain key skills in relation to their personal, social and emotional development. For instance, they develop their confidence and show enthusiasm for trying new things. Older children persist for extended periods and discuss their intentions when particular activities grasp their attention. Older children also learn to take turns and develop early negotiation skills that are helpful for future collaborative play and learning. Children generally enjoy books and show interest in stories that are read to them. They also enjoy acting out familiar routines when playing in the role play area and pretending to make lunch. This supports children to develop their social skills and develop their imagination. Older children also enjoy helping out. This is evident when they like

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Achievement Expected standard

helping to feed their nursery tortoise and when helping to set the table for lunchtime. This boosts children's self-esteem and confidence, through giving them responsibilities throughout the day. Furthermore, children receive highly effective support when they move on to the next group or a new setting. Staff prioritise open and effective communication during transition times to ensure children experience smooth and positive transition periods.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for children's behaviour and teach them effectively about the boundaries at the setting. Staff are enthusiastic and frequently make learning fun. They provide children with lots of encouragement and praise and acknowledge their efforts when trying new things. Children respond positively to the well-established routines. They help to tidy up and try to put on their own coats and shoes independently. Staff constantly guide children with developing their social skills and children receive effective support to learn to wait and turn take. Staff also encourage older children to play collaboratively together, role modelling respect, compassion and kindness. Furthermore, staff plan a wide variety of trips in the local area which also supports children's wider social experiences and development. Children across all age groups have frequent opportunities to learn about their

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Behaviour, attitudes and establishing routines Expected standard

feelings and emotions. For instance, staff frequently name different emotions as they arise and also use books, soft toys and other resources to support children to develop an understanding of this. Staff work closely with parents and carers to promote regular attendance and have effective arrangements for following up on any unexpected non- attendance at nursery.

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Children's welfare and wellbeing Expected standard

Children form lovely bonds with staff, who are caring and responsive to their needs. This supports them to develop positive attitudes towards learning and exploration. Leaders and staff prioritise the settling in of new children and families. They offer several sessions to get to know children's interests, routines and developmental needs. Staff ensure settling-in sessions are child-centred and unhurried to ensure children start to feel comfortable and secure at the setting. Furthermore, leaders and staff offer additional stay-and-play sessions during the term time holiday periods to maintain children's connection with the nursery. Throughout the day, children have lots of opportunities to develop their independence. They make choices about their play, pour their own drinks and help to care for classroom pets.

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Children's welfare and wellbeing Expected standard

Children receive positive support to help them to understand healthy lifestyles and develop a clear understanding of hygiene. This is evident when they enjoy a healthy menu of different nutritious foods and engage in discussions and activities that teach them about healthy eating. Furthermore, children learn about developing positive oral health habits. For instance, they read stories about the importance of brushing their teeth and engage in tooth brushing activities with various oral health resources. In addition, leaders and staff have secure knowledge of appropriate safe sleeping arrangements and how to supervise children to help to keep them safe during mealtimes.

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Curriculum and teaching Expected standard

Staff plan a variety of experiences to capture children's interests and help them close any gaps in their learning. Younger children enjoy singing and playing with colourful scarves. As they play, staff play 'peekaboo' and name lots of different colours. Younger children also enjoy exploring their reflection in mirrors. As they explore, staff encourage children to discuss different shapes and also discuss their eye and hair colour. Furthermore, children enjoy playing outdoors and developing their physical skills when playing on a climbing frame and a range of wheeled toys. This helps to develop their strength, balance and stamina as they play. Overall, younger children receive positive support with their learning. Staff are encouraging and responsive and make learning fun. Despite this, on occasions, staff working with younger children do not consistently maximise the opportunities that arise to extend their language skills and learning to the very highest level. Older children display

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Curriculum and teaching Expected standard

great levels of motivation and enjoyment as they explore. They spend extended periods engaging in painting experiences and exploring different collage materials. They also enjoy discussing different vehicles and talking about the different wheels on tractors, trains and cars. Furthermore, they have fun engaging in role play in the kitchen and dressing up. This helps to develop their creativity, imagination and storytelling skills.

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Inclusion Expected standard

Leaders and staff are extremely passionate about offering inclusive early education. Leaders have excellent knowledge of child development that helps them to identify if a child requires some further support with their learning and development. Leaders and staff are highly proactive when working with external professionals. They share their secure knowledge of children and work collaboratively to try to meet children's additional needs. Leaders and staff quickly identify any emerging needs or gaps in learning and put targeted support in place in order to help them to continue to move forward in their learning. Leaders and staff generally use additional funding well to invest in new resources and to make some adaptations to the environment. They also use this to provide one-to-one support for busy periods of the day. When children move on to new settings, leaders provide superb levels of support to parents

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Inclusion Expected standard

and carers to ensure children benefit from a supportive and collaborative transition. Leaders and staff plan and deliver a range of experiences to help children learn about different cultures and backgrounds. For instance, they celebrate festivals such as Diwali and Eid, and explore powder paint and lanterns to help children learn about the significance of colour and light during celebrations. This broadens their awareness of different communities, traditions and groups.

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Leadership and governance Expected standard

Leaders and staff are reflective and frequently evaluate key strengths of the nursery and areas they want to continue to develop. Leaders and staff are ambitious and have a clear vision about high-quality care and education. Leaders ensure recruitment and vetting procedures are rigorous to help ensure staff are suitable for their roles. They also provide an effective induction where staff focus on safeguarding, first aid skills and food hygiene knowledge to help them to keep children safe. Although staff complete some helpful training such as Understanding Autism and training in relation to using language and communication assessment tools, staff do not routinely access a broad range of learning and development training to help them develop their own knowledge and skills even further. This means, at times, some staff working with younger children do not always extend their learning to the very highest level.

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Leadership and governance Expected standard

Partnership working with parents and carers and external professionals is a great strength at the setting. Leaders and staff form excellent working relationships to target what individual children need and support their personal outcomes. Parents express high levels of appreciation for the work leaders and staff do. They highlight that they are very caring and supportive and work extremely hard to provide enjoyable, varied and engaging experiences for the children at the setting. Several parents also comment on the progress children make and how they are thriving at the nursery.

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

Children receive high levels of care and encouragement at this small and nurturing nursery. They build trusting bonds with staff, who are positive role models. Children enjoy a varied curriculum that prioritises their emotional wellbeing, independence and helps them to develop a love of learning. Younger children enjoy washing different vehicles during a car wash activity. Staff actively play with them and help them to hear new words such as 'sticky' and 'bubbles'. Young children also receive effective support when they practise throwing and rolling different balls into a box. As they play, they discuss how some balls are smooth and bumpy. Older children have fun learning about jungle animals and discuss the different sized animals and their unique characteristics. When exploring the features of an elephant, they learn about the trunk and the tusks. This supports them to hear new vocabulary and helps

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

them to develop their knowledge of the wider world. They also enjoy exploring different

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Address:

241-243 Manchester Road letters and sounds and experimenting with a range of patterns and marks in play dough. This extends their concentration and supports their early literacy skills.

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Address:

Children of all ages benefit from a wide variety of experiences outside of the nursery. For instance, they enjoy visiting local parks, going to the shops, visiting the local library and a care home. This supports children to learn new knowledge and skills and gain greater awareness of diversity and others with lives different to their own. Throughout the nursery, children behave very well. They listen and turn take and also help to tidy up. Children respond very well to the clear messages and gentle reminders about expected behaviour and kindness. Children's development and progress is carefully monitored by staff. When new children join, staff complete starting points assessments and use this information to help them to plan different activities based on each child's interests and needs. Children evidently flourish and make progress during their time at the setting.

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Next steps

Leaders should support staff who are working with younger children to build on their interactions and teaching skills to help extend children's learning to an even higher level. Leaders should broaden staff's opportunities to engage in ongoing professional development to further enhance outcomes for children.

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About this inspection

The inspector spoke with children, leaders, staff and 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. Northwich CW9 7NE Type: Childcare on non-domestic premises

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About this inspection

Registered person: Adam's Nursery Group Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this inspection

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.

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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

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

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