Meadow View Farm Day Nursery Ltd

Meadow View Farm Day Nursery Ltd

Unique reference number (URN): 2801109 Address: The Research Hub, Fenside Road, Warboys, Huntingdon, Cambridgeshire, PE28 2XR Type: Childcare on non-domestic premises Registered with Ofsted: 21/08/2024 Registers: EYR, CCR, VCR Registered person: Meadow View Farm Day 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 Expected standard

All children, including those who face barriers to their learning and/or wellbeing, make steady progress from their starting points. Children become confident communicators and show an understanding of what is said. For instance, they follow instructions and begin to use descriptive language as they compare the different shapes, colour and sizes of vegetables. Babies learn turn-taking in conversation as they engage in peek-a-boo and repeat words they hear. Children count and understand quantity as they compare space and measure in play. Children regularly choose books to share with their friends. They discuss the illustrations, identifying their favourite characters and join in with reading as they recall the repeated refrains. Children follow instructions and learn how to manage their emotions to help them to share and take turns in their play. They gain increasing control as they master tools, such as scissors and knives. Overall, children gain the skills and knowledge

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Achievement Expected standard

they need to support the next stage in their education.

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Behaviour, attitudes and establishing routines Expected standard

Leaders set clear expectations for behaviour, which staff share consistently with children. They are positive role models and encourage children to behave well through praise for their kind acts. Children are polite; they say 'please' and 'thank you' when making requests. They demonstrate care towards their friends and share resources. Staff are calm in their approach and use simple explanations and strategies to help children resolve conflicts. This helps children understand what to do when they feel frustrated and promotes their understanding of turn-taking. Typically, staff adapt their approach to ensure that all children are supported in ways that reflect their age and level of understanding. Children demonstrate confidence as they settle into daily routines. Staff use visual timetables to help all children understand what is happening next. Children help staff to tidy toys in preparation for transitions into mealtimes and demonstrate care towards resources and equipment.

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Behaviour, attitudes and establishing routines Expected standard

Leaders actively monitor and promote regular attendance. This supports children and families to establish positive routines and habits, helping to prepare them for the expectations of school. Generally, children show positive attitudes to learning, joining activities with enthusiasm. They talk about their activities and show curiosity as they explore new ideas. For instance, they observe the changes to texture as they combine water and soil. Children cooperate during group times, taking turns to choose songs and stories. However, during independent play, older children sometimes demonstrate limited engagement. Staff do not always promote their focus and engagement at the highest level.

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Children's welfare and wellbeing Expected standard

Leaders place children's welfare and wellbeing at the centre of their work. They create a culture where children feel safe, valued and understood. Babies enjoy close interactions with responsive staff. This helps them to settle quickly because they feel secure with familiar adults. Staff work closely with parents to understand babies' care routines and weaning requirements to provide continuity in their care. Parents speak highly of the provision. They value the care and consideration given to ensure that transitions into and through the setting are seamless. Children facing barriers to their learning receive additional guidance from their key person. Staff develop children's emotional understanding through stories and discussions about feelings. Toddlers and older children build trusting relationships with staff. They show confidence as they explore the environment and engage in play.

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Children's welfare and wellbeing Expected standard

Children receive effective care practices that support their physical and emotional needs well. Safety when eating is a priority. Staff check allergies carefully and sit close to children to ensure that they are well supervised when eating. Babies and children rest safely because sleeping arrangements are understood and embedded into practice. Overall, leaders and staff recognise the value in promoting children's independence. Throughout the day, children help to prepare and serve snacks, and they pour their drinks and learn to use cutlery at mealtimes. From a young age, children are encouraged to practise their self-help skills as they dress for outdoor play and wash their hands for mealtimes. Staff promote children's good health through lots of physical activity and discussions about the value of healthy food choices.

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Curriculum and teaching Expected standard

Leaders set a clear curriculum that covers all aspects of children's learning and development. They know what skills and knowledge they want all children to have secured before they move on to school. Leaders have planned an ambitious curriculum that is typically taught well. Generally, staff understand what they want children to learn. They plan purposeful activities that link to children's interests, for example bathing baby dolls and engaging in water play. Some minor inconsistencies in curriculum delivery mean that staff do not yet consistently provide high-quality interactions throughout the day.

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Curriculum and teaching Expected standard

Staff support communication and early language generally well. For example, they model language through songs and stories and comment on children's actions. Staff promote children's language and thinking through questioning and discussion. However, staff do not yet consistently provide older children with opportunities to pause, think and respond to extend conversations further. Staff support turn-taking and introduce strategies, such as visual aids, for those that require additional support to promote their understanding of sharing. Staff support children's problem-solving and encourage children to keep trying when they find tasks tricky. They break tasks into smaller steps to help all children achieve their goals. Staff help children to build early mathematical understanding, for example, by counting number rhymes, comparing sizes of vegetables and introducing volume and weight as children play with water.

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Curriculum and teaching Expected standard

There is a strong focus on outdoor learning, and children benefit from a wealth of high- quality physical play. Staff support children to develop their large muscles and coordination skills through digging, climbing and balancing. Staff plan first-hand experiences, such as growing vegetables and cooking, feeding lambs and hatching chicks. This helps to broaden children's awareness of the world around them.

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Inclusion Expected standard

Leaders have created a welcoming and inclusive environment, where all children and their families feel valued. Children, including those facing a range of barriers to their learning and wellbeing are supported. Leaders identify children's needs accurately to reduce these barriers. They use additional funding effectively and monitor the impact of this provision to ensure that children's needs continue to be met. For example, children in receipt of early years pupil premium access tailored activities to promote their individual learning needs. Overall, leaders work closely with staff, providing additional support and guidance. However, there are some minor inconsistencies in some staff's delivery of targeted intervention. That said, all children make steady progress from their starting points.

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Inclusion Expected standard

Staff work closely with parents from the start. They use information gained from them and their observations and effective assessment to understand children's changing needs. Staff share information with parents, including links to information, strategies and resources used within the setting, to enable parents to mirror this at home.

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Inclusion Expected standard

Leaders carefully monitor children known to children's social care, maintaining detailed records about children's circumstances. They work with other professionals, sharing information when needed to ensure children's ongoing wellbeing. Staff recognise when children require additional support with their emotional needs. They understand how to adapt their teaching and routines to ensure that all children are supported and included.

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Leadership and governance Expected standard

Leaders are passionate about the provision and improving outcomes for children. Leaders have plans to extend the outdoor provision further and have additional training in place to further develop staff's knowledge in this area. They show commitment to continuous improvement to further enhance the quality of the provision. Leaders understand the strengths of their provision and generally identify priorities to strengthen children's learning experiences. Leaders regularly review practice through observations and use supervision and staff meetings to guide improvement.

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Leadership and governance Expected standard

Leaders support staff's wellbeing effectively. Staff speak positively about their roles and describe a positive culture where they feel valued and listened to. Workload is manageable because leaders check in regularly and encourage open conversations. This helps to ensure that staff feel supported, can raise concerns early and maintain a balanced workload. Staff access training that builds their knowledge, particularly in matters relating to safeguarding and paediatric first aid. However, recent changes to the staff team means professional development is not yet consistently targeted to help all staff to enhance the quality of their interactions.

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Leadership and governance Expected standard

Partnerships with parents are well embedded. Families speak highly of the setting and describe personalised care and consistent communication. Leaders have experience of working with external professionals to support children with special educational needs and/or disabilities and those known to social care. They maintain links with outside services and use these relationships to enhance support for children and to signpost families when needed.

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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 thrive in the welcoming and friendly atmosphere that staff create. They feel safe, secure and behave well as they respond to clear boundaries and expectations. Children learn to recognise and talk about their feelings. They develop an understanding of kindness and sharing. Staff follow clear guidance for sleeping and eating to assure children's safety. Children learn to recognise and manage risks as they explore the large outdoor area. For example, they know to take care around cracks that have appeared in the paddock following the hot summer.

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Inspector:

Children demonstrate a secure sense of belonging. They build warm, trusting relationships with their key person and each other. Those in need of additional reassurance, receive support from their key person while they build their confidence. Staff work closely with parents so that babies' care routines reflect those at home. This helps them to feel secure from the start. Children's uniqueness is valued and celebrated. They learn about the different languages spoken by their friends and take part in various cultural celebrations. This helps children and their families to feel included and valued.

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Inspector:

Children make independent choices in their play. They move freely between indoor and outdoor environments. Children enjoy a well-planned outdoor area that promotes their physical activity. For instance, children independently collect water to care for the vegetable patch. They climb, run and balance. Those less certain receive a reassuring hand from staff. They skilfully withdraw when appropriate to allow children to gain pride in their achievements. Children develop resilience and learn to persist with challenges through the encouragement staff provide. They develop a growing understanding of the natural world. Children observe plants, chicks and livestock on the adjacent farm. They notice and discuss the changes brought by seasons, taking pride in harvesting the vegetables they grow. Children enjoy their time here and develop the skills they need for their next stage of learning.

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Next steps

Leaders should target staff's professional development to further enhance the quality of interactions children receive to help them to become highly engaged in their learning. Leaders should ensure that children are consistently given sufficient time and opportunity to respond to questions, enabling them to think, articulate ideas and extend their understanding. Leaders should support all staff to consistently implement targeted interventions to help all children make maximum progress in 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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Louise Harris

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Address:

The Research Hub Fenside Road, Warboys Huntingdon Cambridgeshire PE28 2XR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Meadow View Farm Day Nursery Ltd

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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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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. 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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