Shotley Bridge Nursery School Limited

Shotley Bridge Nursery School Limited

Unique reference number (URN): EY491369 Address: 36-38 Derwent Street, Consett, County Durham, DH8 8LY Type: Childcare on non-domestic premises Registered with Ofsted: 19/08/2015 Registers: EYR, CCR Registered person: Shotley Bridge Nursery School 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 Strong standard

All children make consistent, steady progress across all areas of learning and development. Many show remarkable achievements from their starting points. Babies quickly develop a sense of security, build early social skills and show curiosity. Toddlers learn to play alongside others and their communication skills develop rapidly. Older children stay consistently engaged in meaningful play and learning.

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Achievement Strong standard

Children show a keen interest in the natural world, for example when they observe birds nesting in the garden. They use expanding and rich vocabulary, such as when they remember that a baby dove is called a 'squab'. They develop a secure understanding of numbers and values. They show this, for example, when they complete simple sums, know that adding one more to two makes three, and identifying the time when listening to church bells nearby. Children enjoy making early marks in ways that excite them, such as decorating the inside of a cardboard box they can climb into. They enjoy stories and seek out staff to share books. They recall key themes and discuss their thoughts about the characters.

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Achievement Strong standard

Children remember their learning. They practise, revisit and recall learning in unique ways. For example, they enjoy helping staff to write letters to another nursery to share what they have learned. This helps them to build a secure foundation for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have high expectations of children and staff and create a culture of care, warmth and shared values. They want children to grow into kind, respectful individuals and they guide staff carefully on ways to support behaviour. Staff consider each child's individual needs. They look for the reasons behind behaviour and work through these with children, rather than dealing only with the behaviour itself. Staff work closely with parents and, when appropriate, other professionals to ensure expectations and responses stay consistent. Staff are excellent role models. They show respect for adults, children and the environment. Children mirror this behaviour. For example, unprompted, they call out a cheery 'thank you' to a gentleman in the park who moves around their activity so that he does not disrupt them.

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Behaviour, attitudes and establishing routines Strong standard

Routines are extremely well embedded. Children know what staff expect at different times of the day and follow guidance well. This leads to a calm and orderly environment that supports children's positive behaviour even further. Children learn to consider others and understand how their behaviour can impact them. They develop secure relationships with others and build friendships. They are keen to please staff and enjoy being part of the nursery community.

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Behaviour, attitudes and establishing routines Strong standard

Leaders help parents to understand the importance of children's early years and how vital regular attendance is. All children attend well and benefit fully from their time in this nursery school. They develop positive habits and attitudes to learning that set them up well for later life.

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Children's welfare and wellbeing Strong standard

Leaders ensure that staff have a clear understanding of their expectations around keeping children safe. Staff deploy themselves well using a 'zone' system to ensure that children are supervised appropriately at all times. They check the environment and activities frequently to manage risks, and any risks identified are rectified swiftly. Staff teach children ways to keep themselves safe. For example, children learn how to cross the road safely during daily outings, checking which cars are parked and which are moving. During play, staff talk to children about risks and teach them safer behaviours. Children identify, for example, that they should land on the mats when jumping outdoors. They remind one another not to run when space is tight.

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Children's welfare and wellbeing Strong standard

Procedures for sleep times are robust. Staff place children down to rest comfortably and safely with consistent and frequent checks. Meal times follow stringent procedures, including for allergies and weaning. Children with allergies or medical needs are included seamlessly and experience no difference. Meals are nutritious and leaders scrutinise ingredients to ensure that they meet guidance for the ages of the children. Staff teach children the importance of good nutrition by helping them grow and cook vegetables. Parents comment that children now try many more healthy foods.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is a strong focus. Leaders weave this into the curriculum so that children develop healthy bodies and minds. Each day, children take part in a 'Bouncing Bridges' activity, designed by staff, where they visit local green space and learn how exercise impacts their bodies. They join age-appropriate sessions that help them to feel mindful, calm and relaxed. Key-worker arrangements are firmly embedded and planned precisely. Staff caring for the youngest babies are consistently nurturing and attentive and learn very quickly how different children prefer to be soothed. Those working with older children work hard to give children the self-assurance and independence to meet their own personal care needs independently.

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Curriculum and teaching Strong standard

Staff know children's learning needs and preferences remarkably well. The curriculum aligns with the nursery school's ethos of helping children to become confident, curious and independent. Staff recognise that independence looks different in each room. In the baby room, security and attachment form the foundations for learning, while in the pre-school room, staff focus on independence through exploration and problem solving. Staff carefully sequence children's learning across the setting, with clear goals that help children to reach their high expectations for every child. The environment is carefully planned to support children's independent learning. Staff then use highly effective methods to scaffold learning skilfully. They follow children's interests to keep them motivated and shape their teaching precisely to build on what they already know and can do.

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Curriculum and teaching Strong standard

Staff know that they care for children who may need to learn in different ways. They know that some children benefit from frequent physical activity breaks, while others need a quieter, gentler approach. Staff adjust their teaching quickly and confidently, which is particularly effective due to how well they know each child. Teaching is consistently high quality. Staff plan carefully to make the best use of every opportunity. For example, during mealtimes, they introduce mathematical concepts that build throughout children's time in nursery school. Staff understand the importance of making every interaction purposeful, while also knowing when to step back and allow children the freedom to work through their own ideas and develop their thinking skills. This helps children to grow as confident, curious and capable learners.

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Inclusion Strong standard

Leaders and staff know the needs of their children extremely well. They work closely with parents when welcoming new children to gather detailed and comprehensive information about their learning and development, welfare and what matters to them as a family. This highly effective communication continues throughout children's time in nursery school. Frequent and in-depth observations and assessments help staff to match care and education to each child's needs while ensuring all children have the same experiences.

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Inclusion Strong standard

Children with barriers to their learning benefit from carefully planned teaching that is tailored to their needs. Senior staff hold designated roles to support children who need additional help, for example with their speech and language development. Children with special educational needs and/or disabilities benefit from staff's expertise, which they continue to build through enthusiastic, ongoing professional development. Leaders coordinate this provision well, building secure partnerships with parents and other professionals so that children get the right help at the right time.

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Inclusion Strong standard

Staff adapt the environment and routines instinctively to include every child in a way that meets their needs and feels comfortable for them, to the smallest of details. For example, on outings, staff are aware of how the weather can affect children's confidence and provide reassurance that helps them join in. Leaders pay close attention to the needs of children with medical needs, ensuring they are fully included in nursery life. Children who receive additional funding benefit from bespoke resources chosen to meet their individual needs and accelerate their progress.

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Leadership and governance Strong standard

Leaders are deeply committed to providing the best levels of care and learning. Since the last inspection, there have been some changes in governance. The nursery school now has increased opportunities to work with other settings and there is now extra support for leaders within the management structure. This has enabled leaders to further explore quality practice and refine their approach. Those in governance hold leaders to account and share the same ethos and values. This creates a culture of ongoing scrutiny, reflection and drive for ongoing improvement towards sustained and transformational standards.

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Leadership and governance Strong standard

Leaders plan professional development with precision. They link training to what they know about children's needs and the quality of teaching. For example, leaders provided mathematics training that staff now use confidently during daily activities. This has had a clear impact on children's achievements in this area since the last inspection. Many staff are long-term and speak positively about their role and the support they receive. Leaders are very mindful of staff workloads and provide plenty of support for their wellbeing, both in their role here and in their personal lives. When new staff join the team, leaders manage this process with care. New staff do not have key children until leaders feel confident that their skills match those of experienced staff. Leaders provide a thorough programme of training, development and mentoring to help new staff to reach this point.

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Leadership and governance Strong standard

The nursery school's ethos includes a strong focus on children learning about their community and their place in it. Leaders plan carefully to ensure that children spend time in the local area, such as buying ingredients at the local shop or visiting local businesses to sing for them and learn about their different roles. Leaders place high value on partnerships with parents from the outset. For example, they create a 'family book' that children can access, and parents work willingly with staff to build this over time. Staff and parents monitor children's learning and development together and plan what comes next. This helps to create consistency between home and nursery school and, when relevant, with other professionals. These well-embedded partnerships support positive outcomes for each child.

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

Children are keen and curious learners who stay consistently engaged in appealing and purposeful play. All children, including those with special educational needs and/or disabilities or other barriers to their learning, move through a curriculum that meets them at their starting points and supports them extremely well to build on what they already know and can do. They benefit from carefully planned activities and environments that provide a well matched level of challenge and support in every room. Children develop deep thinking skills and curiosity. They notice the wonders of the world and enjoy discovering their place in

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Inspector:

Clare Wilkins it. They are prepared well for later learning and later life, developing skills that support not only their learning, but also their dispositions and attitudes. Children have a love of learning and show pride in their achievements.

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Inspector:

Children show a secure sense of belonging. New children quickly form attachments to familiar staff who know them well. This helps them to feel confident, safe and ready to explore and learn. As children grow and move through the rooms, they build social skills, initially learning how to share their space with others and later developing meaningful friendships. They look forward to spending time with friends and play harmoniously together. In time, children learn to cooperate, negotiate and resolve minor conflicts with minimal help. They are kind, considerate and extremely polite. All children show positive attitudes and behaviours, and learn to manage their emotions with increasing confidence, becoming able to talk through their feelings. On the rare occasion that children feel unsure or unsettled, they know that familiar staff are close by and confidently seek them out, fully assured that they will be supported and comforted. This contributes to how safe and secure children

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Inspector:

show that they feel in this nursery school.

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Inspector:

Parents feel a part of their child's journey through nursery school and say that staff 'care deeply about the parents, children and the community'. Parents of children who have particular needs or barriers to their learning appreciate how inclusive the nursery school is. They report, for example, that their children's needs have 'never been allowed to define their experience here'. Every child's needs, circumstances and personality shape their experience. Children feel valued and important and learn to celebrate what makes them who they are.

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Next steps

Leaders should continue to offer staff comprehensive support, guidance and professional learning so the already strong quality of teaching is fully sustained and further strengthened towards transformational practice.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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:

36-38 Derwent Street Consett County Durham DH8 8LY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shotley Bridge Nursery School Limited

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Address:

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

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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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