Roundabout Nursery

Roundabout Nursery

Unique reference number (URN): 2832645 Address: Northfield Infant School, Southfield Close, Driffield, YO25 5YN Type: Childcare on non-domestic premises Registered with Ofsted: 31/03/2025 Registers: EYR, CCR, VCR Registered person: CJ Nursery 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 Strong standard

Children make excellent progress from their original starting points. Staff have a robust understanding of each child's individual needs and next steps. The needs of all children are consistently reflected upon. This positively affects daily learning opportunities and support. As a result, children gain a range of skills and knowledge at their age and stage of development. This is across each area of learning.

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Achievement Strong standard

From their starting points, disadvantaged children and those with special educational needs and/or disabilities, demonstrate a secure development in their skills, knowledge and understanding. Through targeted support, such as verbal prompts, adapted resources and bespoke curriculums, children make rapid strides in their learning. Additionally, children are well-supported to understand and manage their emotions. As a result of this effective practice, children achieve positive developmental outcomes. They also become emotionally ready to learn.

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Achievement Strong standard

Children are well prepared for daily transitions and moving through the setting. Through meaningful relationships with staff, children develop feelings of safety and belonging. Alongside this, the setting has fully embedded transition arrangements. Consequently, children become confident and resilient learners. They manage transitions, routines and challenge with ease.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a warm and respectful environment with high expectations embedded throughout. Staff handle all interactions with care and kindness. They effectively model these qualities to the children. For example, they show genuine curiosity and interests about a child's chosen topic, such as insects. As a result, children feel safe, secure and take interest in each other's thoughts. Staff prioritise emotional development alongside their behavioural expectations. They act swiftly to correct and model positive behaviour. Additionally, they use a range of different strategies to support the children. For example, they use deep pressure, nursery rhymes and songs to calm children. This enables all children to build their emotional awareness. The children's stage of development is always taken into account.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have carefully adapted their routines to maximise their positive impact. For example, children respond to actions, and songs when it is tidy up time. Also, children can follow hygiene routines with ease. Staff have made adaptations for specific learners to support them in building their own routines alongside their peers. Through this, staff are building routines for the children that will deepen their attitudes towards learning and healthy habits. Staff ensure that all interactions and routines promote positive attitudes towards learning. They give children the building blocks to be emotionally ready and confident learners. Additionally, they work with parents and carers to promote positive attendance.

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Children's welfare and wellbeing Strong standard

Leaders prioritise the welfare and wellbeing of all children. It is promoted not only in the setting, but also at home. Leaders work with dentists to promote oral health. As a result, children have been able to get access to improve their oral health, both in the nursery and at home. Staff ensure that well-structured routines motivate children. For example, children prepare their own vegetables for lunch. They are also given various opportunities to practise using utensils, such as knives. Children show an impressive understanding of healthy eating, and the importance of washing their hands. Staff teach children the skills and knowledge they need to create long-lasting healthy habits.

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Children's welfare and wellbeing Strong standard

Staff have genuine and highly positive relationships with the children. Children feel safe and happy in their care. For example, children will seek help from adults when cutting fruit, or to read a story with them. Due to this, staff enable children to develop healthy attachments, and a true sense of belonging. Staff have a comprehensive understanding of the children within their care. They are highly responsive to the varying needs and changing circumstances of the children and their families. Parents and carers feel involved and supported and believe the nursery is living out their ethos. As a result, children receive help from a joint approach to their physical and emotional health.

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Curriculum and teaching Strong standard

Leaders have high expectations for their curriculum offer. A focus on early reading is evident. Staff use stories, songs and rhymes throughout the nursery. For example, children know many nursery rhymes and love to share books with adults. These are then adapted for different age ranges, such as the use of felt books. As a result, children develop a love of reading. Additionally, staff develop early communication and attention skills through the use of books.

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Curriculum and teaching Strong standard

Leaders have embedded high-quality interactions and curriculum teaching across the provision. Staff engage with children at their stage of development. For example, through targeting children with key words, or extending their learning through effective questioning. Alongside this, staff members use other forms of communication. For example, they use early signs to ensure that all children can develop their own style of communication. Consequently, children can become effective communicators. They are supported across all 7 areas of the early years framework. Staff promote the use of mathematics through these high-quality interactions. For example, by using children's interests and comparing the size of cars, counting bricks or finding one more when counting insects. As a result, children are surrounded by a language-rich environment. They have a range of opportunities to develop their mathematical knowledge and skills.

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Curriculum and teaching Strong standard

Leaders constantly develop and adapt their curriculum for new cohorts of children. For example, some children have adapted interactions and expectations to meet their stage of development. Additionally, targeted activities, such as scooping, are used effectively. This is to support children holding utensils at lunchtime. The provision is highly inclusive. All children can access the curriculum at their stage of development.

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Inclusion Strong standard

Leaders have an in-depth understanding of special educational needs and/or disabilities and other disadvantaged groups. Through thorough early identification, they can swiftly support barriers to learning and/or wellbeing. For example, children with sensory differences have opportunities to explore textures and food. As a result, children learn to manage their sensory needs, preventing early learning and developmental gaps from widening. This ensures they make steady progress. Assessment is securely embedded. It is consistently used to track the progress, and the developing needs of the children. Leaders work with staff to ensure these tracking documents are continuously used and updated. For example, if a child is not meeting their next steps, this is then scaled back further. As a result, staff ensure that children have tailored small steps that allow them to progress. It also allows children and parents to feel a sense of achievement within their development.

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Inclusion Strong standard

Leaders show a highly effective understanding of different funding streams. Funding is used for increased staff ratios, specific equipment and staff training. Leaders regularly review the effectiveness to ensure that it is developing their inclusive offer. Leaders have fostered positive partnerships with parents, carers and professionals. Professionals offer training, advice and ongoing support to develop the practice within the setting. Consequently, the setting is highly inclusive and makes a demonstrable difference to the experiences that each child receives. Leaders strive to ensure they meet emerging and developing needs. Parents feel significantly supported and part of their child's learning.

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Leadership and governance Strong standard

Leaders have an extensive knowledge of their areas of strength and development. They are significantly aware of the practice within this setting. They ensure this is under constant review and development. Leaders work with professionals and staff to ensure their curriculum is fit for purpose. This design gives children the skills needed to thrive. Additionally, leaders have organised whole staff training on interactions to support staff even further. These constant reflections on practice and procedures enables the setting to continuously develop their curriculum offer.

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Leadership and governance Strong standard

Leaders have created a culture of professional growth. They ensure that all staff are aware of their responsibility within the setting. This is through targeted supervisions, peer observations and open communication. Supervisions allow staff to explore their own next steps. For example, they can request specific training, such as sign language, to support their practice. As a result, leaders have created an environment in which staff positively contribute to consistently. Staff are heavily involved in the improvement of the quality of provision. Staff feel respected, supported and appreciated by the leaders. Through regular supervisions, staff feel their emotional wellbeing and workload is always taken into account. Consequently, staff are motivated, engaged and committed to delivering high-quality practice.

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Leadership and governance Strong standard

Leaders show great commitment in strengthening their relationships with parents and carers and local partners. There is a clear focus on building highly effective relationships with professionals and parents. For example, through opening their sign language training to parents and to local nurseries. Additionally, they have worked with local dentists to support families in accruing care. These thoughtful actions have created a harmonious approach between the home, setting and wider agencies. As a result, all decisions are firmly focused on promoting children's development and wellbeing.

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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 are greeted into the setting by kind and caring staff. Their individuality is celebrated and they are excellently supported. Children are embraced at their stage of development. Through a close partnership, staff work with families to understand the uniqueness of each child. As a result, children gain a personal transition, and staff that understand them. They are given a wealth of opportunities to achieve, belong and thrive.

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

Children show high levels of enjoyment when exploring their own interests. These experiences are shared with each other and familiar adults. Children are encouraged to follow their interests and develop their communication skills. For example, a group of children were heavily captivated when searching for insects. With adult support, they were prompted to share ideas and take turns. Children establish secure and meaningful connections with others. These positive relationships help children feel safe and secure. As a result, they thrive and confidently explore their environment.

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

Children take part in a range of experiences within their community. Parents and carers are pleased with the opportunities their child gains at the nursery. The children go to the library, greengrocers, shops, and enjoy scavenger hunts and walks around their community. Staff use these experiences to deepen learning further. For example, children buy fruit and make their own fruit kebabs. Through these hands-on encounters, children are able to create a sense of belonging within their community. It allows them to deepen their learning through real-life experiences.

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

Children eagerly explore their environment with curiosity and enthusiasm. With adult support, children are encouraged to extend their learning through play. For example, children thoroughly enjoy hunting for insects in the outdoor area. They are prompted to count and think about where the insects might live. On the whole, staff have thoughtful interactions with the children. Children get a range of opportunities to practise their skills and knowledge but are also supported to meet their next steps.

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

Disadvantaged children gain high levels of tailored support. This is through the bespoke curriculum, resources and strategies that are used by the staff. For example, these include different communication methods, high-interest activities and intentional interactions by staff. As a result, disadvantaged children are understood by the staff members. They can engage with the curriculum at their stage of development.

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Next steps

Leaders should sustain the setting's high standards by ensuring that staff interactions remain highly responsive, purposeful and impactful in advancing children's learning and development.

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About this inspection

The inspector spoke with leaders, practitioners, 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

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Address:

Northfield Infant School Southfield Close Driffield YO25 5YN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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Address:

Local authority: East Riding of Yorkshire

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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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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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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

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

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

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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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