Fenwood House Day Nursery Blackburn

Fenwood House Day Nursery Blackburn

Unique reference number (URN): 2858354 Address: Blackburn Primary School, Baring Road, Rotherham, S61 2BU Type: Childcare on non-domestic premises Registered with Ofsted: 10/08/2025 Registers: EYR Registered person: Fenwood House 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 make secure progress across the curriculum and grow in confidence. A language- rich environment strengthens communication. Children revisit carefully chosen books. They discuss events, express ideas and feelings and learn from staff and peers. Through routines and play, they develop resilience, independence and responsibility. For example, older children pack toys away and tidy up, ready for snack time. Children with special educational needs and/or disabilities, disadvantaged children and those facing other barriers also make positive progress from their starting points. Staff typically adapt support and use communication strategies so children can participate successfully and build knowledge and skills. Children are prepared for their next stage, including school. They apply early literacy and mathematical understanding in purposeful play, follow established routines and manage personal care. This growing independence, together with enhanced language and social

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Achievement Expected standard

skills, give children a firm foundation for future learning and helps them approach new experiences with confidence.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well because leaders ensure that expectations are clear, consistent and appropriate to their age and stage of development. Staff model respectful behaviour and calmly help children resolve minor disagreements, share and take turns. For example, children wait patiently during beanbag-throwing activities. Well-established routines enable children to feel secure and ready to learn. Children develop independence as they freely access the resources, making decisions on what they want to play with. Staff make appropriate adaptations so that children with special educational needs and/or disabilities, and those facing other barriers, can participate fully. Children make choices, persevere and show a positive attitude to learning and new experiences. At snack time, they sit together, serve themselves and discuss healthy foods with staff. Their willingness to explore the appearance, smell and taste of grapefruit demonstrates their confidence to try

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Behaviour, attitudes and establishing routines Expected standard

unfamiliar foods. Regular outdoor play further promotes active, healthy habits.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work constructively with families to promote regular attendance and punctuality. Flexible arrangements help children take up their funded early education entitlement. Overall, children understand routines, respond positively to expectations and become considerate, confident and increasingly independent learners.

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Children's welfare and wellbeing Expected standard

Leaders provide a safe, welcoming environment where children's individual care needs are understood and met. Staff work closely with parents and carers to follow babies' established sleeping, feeding and care routines. This provides continuity between home and nursery. Safe, age-appropriate sleep arrangements are used, and children can access drinking water throughout the day. Mealtimes and snacks are calm and sociable. Staff supervise children closely and follow clear arrangements for allergies, dietary requirements and medical needs. Children develop independence as they prepare food, pour drinks and clear away. Additional funding provides nutritious breakfasts and snacks for disadvantaged children when needed. This helps them to concentrate, participate and enjoy their day.

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Children's welfare and wellbeing Expected standard

Attentive key persons establish secure, responsive relationships and respond promptly to children's cues. These trusted attachments help children settle confidently, manage transitions and seek reassurance when needed. Family photographs, familiar routines and sensitive interactions strengthen children's sense of belonging. Staff use stories, including 'The Colour Monster' book, to help children begin to recognise, express and manage their emotions. Daily outdoor play promotes physical development, confidence and healthy habits. Children typically practise movement and learn to manage age-appropriate risks safely in well-resourced spaces. Inclusive adaptations enable all children, including those with special educational needs and/or disabilities and those facing other barriers, to participate and develop independence.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of what they want children to know and be able to do. Their broad and ambitious curriculum covers all areas of learning and builds children's knowledge, skills and independence. For example, children select their name cards and self-register. Leaders recognise that the next stage in developing the curriculum is to ensure this ambition is translated consistently into teaching that responds precisely to each child's stage of development.

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Curriculum and teaching Expected standard

Staff provide varied opportunities for sensory exploration and prioritise children's emotional wellbeing. This ensures that children feel safe, secure and ready to learn. Staff model language throughout the day to build vocabulary and extend thinking. Babies enjoy songs and rhymes, while older children revisit familiar stories, predict events and use props to sustain their attention. The well-resourced indoor and covered outdoor environments enable children to follow their interests and make choices in their play. Everyday routines also promote independence. At snack time, children select and cut fruit, pour drinks, clear their plates and wash them.

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Curriculum and teaching Expected standard

Staff observe and assess children to identify what they need to learn next. Teaching and resources are adapted so that disadvantaged children and those with special educational needs and/or disabilities can access the curriculum. These adjustments reduce barriers to learning and help all children overall make progress from their starting points. However, there needs to be greater consistency in how staff use assessment information to shape interactions and plan children's next steps. Staff need to use assessment precisely to plan purposeful teaching, balancing adult-led and child-initiated learning and build systematically on what each child knows and can do. Teaching is not yet consistently tailored to children's individual stages of development.

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Inclusion Expected standard

Leaders have established an inclusive culture in which children's emerging needs are identified through early assessment, regular observation and progress monitoring. Overall, staff adapt the environment, routines and teaching to reduce barriers to children's learning. Leaders work closely with parents and carers, valuing their views and offering advice and support. They also collaborate with other professionals and external agencies to coordinate support and improve outcomes for children.

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Inclusion Expected standard

Additional funding is used purposefully to support disadvantaged children and those known to children's social care. This includes providing healthy food and specialist resources, such as balancing equipment, to strengthen children's physical development, coordination and balance. Leaders monitor the use of funding and evaluate its impact on children's wellbeing and progress. Staff typically use appropriate communication strategies so that all children, including those who are non-verbal, can express their wants and needs. For example, babies use signs for 'more' and 'finished' during activities. As a result, children receive timely, individualised support that helps them participate, make progress and achieve.

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Leadership and governance Expected standard

Leaders understand the setting's context and build trusting relationships with families and the wider community. They respond flexibly to individual circumstances, helping parents and carers access funded early education in ways that meet their needs. Stay-and-play opportunities help new families form connections and become familiar with the nursery. Leaders gather detailed information before children start so that staff understand their interests, routines and care needs. Settling-in sessions aid the transition process. Family photograph albums reinforce children's identity and sense of belonging by keeping important people familiar and visible. Daily conversations, photographs and observations keep parents informed about their children's experiences. Parents' evenings provide a fuller picture of progress and next steps, supporting continuity between home and nursery.

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Leadership and governance Expected standard

Leaders work constructively with professionals and external agencies to coordinate support. They seek specialist advice promptly when children with special educational needs and/or disabilities require additional help. The setting's location on school grounds supports a purposeful partnership. Shared events, including sports days and an Easter bonnet parade, broaden children's experiences and build familiarity with school. Regular check-ins and supervision enable leaders to monitor staff wellbeing, respond to concerns and involve staff in shaping practice. Professional development reflects both staff interests and setting priorities. However, leaders do not consistently evaluate the impact of new learning to ensure it is embedded consistently and improves experiences and outcomes for children.

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

Children are welcomed into a warm, inclusive nursery where staff know them well and respond sensitively to their individual needs. Children settle well due to the secure relationships they form with their key person. Children manage transitions successfully and seek reassurance when needed. Family photographs, familiar routines and close communication with parents and carers strengthen children's identity and sense of belonging.

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

Children enjoy a broad range of experiences indoors and outdoors. Babies explore sensory resources, songs and rhymes. Older children revisit familiar stories, predict what may happen and use props to support their learning. Staff model language throughout the day. They use signs and other communication strategies so that every child can express their needs. Children develop confidence, independence and responsibility through everyday routines. They wash their hands, prepare fruit, pour drinks, clear plates and wash them afterwards. Children behave well and respond positively to clear, age-appropriate expectations. Staff calmly help them share, take turns and resolve minor disagreements. Children are encouraged to make choices, persevere and try unfamiliar experiences, such as exploring the smell, appearance and taste of grapefruit. Regular outdoor play supports physical development, healthy habits and safe risk-taking.

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

Children with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning are fully supported to ensure they reach their full potential. Staff adapt routines, teaching and resources. Leaders work with families and other professionals to coordinate support. Additional funding provides specialist equipment, healthy food and targeted help where needed. As a result, children make positive progress from their starting points. They develop more effective communication, social and physical skills and become increasingly confident learners. They are well prepared for their next stage, including school.

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Next steps

Leaders should continue to support staff to provide learning opportunities that fully engage children and help them make the best possible progress. Leaders should prioritise staff training that reflects the setting's improvement priorities and evaluate the impact this has on children's learning and experiences.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator and assistants 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:

Blackburn Primary School Baring Road Rotherham S61 2BU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Fenwood House Limited

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Address:

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

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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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0 to 4

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

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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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