Finkley Amesbury Nursery and Pre-School

Finkley Amesbury Nursery and Pre-School

Unique reference number (URN): 2519685 Address: Minton Distribution Park, London Road, Amesbury, Salisbury, Wiltshire, SP4 7RT Type: Childcare on non-domestic premises Registered with Ofsted: 17/03/2019 Registers: EYR, CCR, VCR Registered person: Little Druids Nursery Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Expected standard

Leaders and staff create a warm, welcoming and inclusive environment where all children are valued and supported to participate fully. They typically know children and their families well, building strong relationships that help children feel safe, secure and confident. Leaders identify children with special educational needs and/or disabilities (SEND) early and work closely with parents, carers and external professionals to ensure support is tailored to individual needs. This typically enables children to access learning opportunities and make progress from their starting points.

p.2

Inclusion Expected standard

Staff generally adapt activities, routines and resources so children, including those with SEND, can learn and play alongside their peers. They recognise children's strengths and individual learning needs, using these effectively to encourage engagement and participation. Staff typically promote a culture of respect and belonging, helping children to develop positive attitudes towards diversity and inclusion.

p.2

Inclusion Expected standard

Children's emotional wellbeing is generally supported effectively. Staff use calm and reassuring approaches, alongside strategies, such as quiet spaces and breathing techniques, to help children understand and manage their feelings. Children typically develop increasing confidence, resilience and positive relationships with others. Staff are also sensitive to children's sensory needs, including mealtime challenges, and generally encourage them to explore new experiences at a pace that suits them, being mindful of their levels of development.

p.2

Inclusion Expected standard

Partnerships with parents are generally effective. Staff typically share information regularly and involve families in decisions about their children's care and learning. Overall, leaders and staff foster a nurturing and inclusive environment where children's individual needs are recognised, and they are typically supported to achieve their potential.

p.2

Achievement Needs attention

Children do not always receive effective support to help them make the progress they are capable of in their learning. While children with additional needs are identified and supported, strategies are not implemented consistently across the setting for all children. As a result, some children do not consistently access learning experiences that fully meet their individual needs.

p.2

Achievement Needs attention

Children are happy, well settled and typically enjoy their time at nursery. They form positive relationships with staff and participate in a range of activities and experiences that support their learning and development. For example, babies explore the sensory room, where they investigate different lights and textures, while older children enjoy exploring sand in the garden to develop their sensory awareness. Children engage in activities that staff create for them. However, children are not always clear about what is expected of them or the purpose of some activities. As a result, opportunities to extend children's learning, deepen their thinking and promote sustained engagement are not identified. Children are not always supported consistently to develop their independence during transitions, as practice varies between staff members.

p.2

Behaviour, attitudes and establishing routines Needs attention

Staff do not always organise the learning environment and daily routines effectively. Transitions between activities are sometimes poorly managed, resulting in children spending unnecessary periods waiting or becoming disengaged. For example, staff do not ensure children are aware of what to do before mealtimes and some children wait for long periods for the next thing to happen. Staff deployment is not always effective in supporting children's learning and behaviour during these times. Consequently, opportunities for purposeful learning and meaningful interaction are reduced.

p.3

Behaviour, attitudes and establishing routines Needs attention

Children are generally happy and confident within the setting. Positive relationships help children feel safe and secure, and an inclusive approach encourages them to participate in play and learning. Staff provide group learning experiences to help children develop turn- taking skills and learn to interact positively with their peers. However, staff do not always give children clear explanations about what is expected of them or the aim of activities. As a result, the purpose of the activity does not have the desired impact to prepare children for their next stage of learning.

p.3

Behaviour, attitudes and establishing routines Needs attention

Leaders have prioritised improving behaviour, particularly among older children. They have invested in staff training and provide ongoing modelling of positive behaviour management strategies to strengthen practice. Staff use positive reinforcement to encourage appropriate behaviour and provide additional guidance for children who need extra support. Children with special educational needs and/or disabilities are included in activities and routines, with staff adapting support to encourage participation, independence and self-regulation.

p.3

Behaviour, attitudes and establishing routines Needs attention

Leaders monitor children's attendance and work closely with families to understand and respond to individual circumstances. They adapt sessions and routines where appropriate to meet children's and families' needs, helping to promote regular attendance and ensure children benefit from their time at the nursery.

p.3

Children's welfare and wellbeing Needs attention

Leaders have suitable policies and procedures in place to help prioritise children's health and wellbeing, but at times, these are not implemented well enough. For instance, staff do not prioritise providing opportunities for babies to develop their physical skills. This reduces babies' exposure to physical activity and the development of their physical health. Furthermore, staff use baby wipes to clean younger children's hands before meals rather than supporting them to wash their hands in the bathroom. As a result, staff do not make the most of opportunities to promote children's independence and understanding of good hygiene practices. Consequently, daily routines do not consistently support children's learning, development and overall wellbeing. Staff know children well and respond to their individual needs. They build positive relationships with children and their families, helping children to feel safe, secure and

p.3

Children's welfare and wellbeing Needs attention

valued. They are aware of children who face barriers to learning or wellbeing and adapt support to encourage inclusion and participation in activities and routines.

p.4

Children's welfare and wellbeing Needs attention

Children develop secure attachments with familiar adults and confidently seek comfort, reassurance and guidance when needed. For example, babies who have recently started at the nursery enjoy cuddles from familiar staff when they need reassurance. They giggle when staff initiate 'peekaboo' games with them. Staff help children to develop confidence, self- esteem and a sense of belonging within the setting. Staff follow safer sleep and safer eating guidance to support children's health, safety and welfare. In addition to this, the nursery works with a nutritionist to provide healthy, balanced meals and snacks that support children's wellbeing and encourage positive eating habits.

p.4

Curriculum and teaching Needs attention

Although leaders have a clear vision for the curriculum and maintain effective oversight of the nursery, staff do not consistently implement this vision in practice. As a result, children do not always benefit from learning experiences that build progressively on their knowledge, skills and understanding across all areas of learning.

p.4

Curriculum and teaching Needs attention

Children, including those with special educational needs and/or disabilities, enjoy participating in activities and play alongside their peers. Staff provide suitable experiences that mostly support children's development across all areas of learning and encourage them to explore and investigate. For example, children enthusiastically make play dough and identify the ingredients they use, including flour, salt and water. Staff comment on children's play and introduce language to support their communication skills. However, staff do not consistently make the most of opportunities to extend children's knowledge, skills and understanding. For instance, they do not encourage children to predict what might happen as ingredients are mixed together or build further on opportunities to develop mathematical concepts, such as measuring and quantity. As a result, children enjoy activities but do not gain the maximum learning from these experiences.

p.4

Curriculum and teaching Needs attention

Babies confidently explore the environment and enjoy opportunities to crawl through tunnels and investigate resources. However, staff do not provide sufficient opportunities for babies to develop a broader range of large physical skills. For example, there are limited opportunities for babies to climb, balance, pull themselves to standing positions or negotiate different levels and surfaces. Consequently, opportunities to strengthen babies' large physical skills are reduced.

p.4

Leadership and governance Needs attention

Leaders have an accurate understanding of the nursery's strengths and areas for development. They recognise weaknesses in the implementation of the curriculum and the quality of interactions, and understand where practice requires improvement. Leaders have taken action to address these areas, including monitoring practice, providing support for staff and reviewing curriculum delivery. However, these actions have not yet had the desired impact. As a result, inconsistencies in practice remain, and children do not always benefit from quality learning experiences. Leaders have prioritised improving behaviour, particularly with older children. They provide staff with training, coaching and guidance to strengthen behaviour management strategies and they have sought support from external professionals. This has helped staff to support children more effectively and encourage positive interactions with their peers.

p.4

Leadership and governance Needs attention

Staff report that they feel well supported by leaders and speak positively about working at the nursery. They describe the nursery as a welcoming place to work and say that leaders are approachable and available to offer guidance when needed. Senior leaders provide consistent support to all the staff team, are visible within the nursery environment and organise team building experiences for staff to support wellbeing and help ensure staff feel valued.

p.5

Leadership and governance Needs attention

Leaders identify children with special educational needs and/or disabilities (SEND) promptly, and work effectively with parents and external professionals to access appropriate support. This helps ensure that children receive timely interventions and that individual needs are understood and met. Parents speak positively about the setting and value the support they receive from staff and leaders. Staff maintain regular communication with families and share information about children's experiences. For example, families are invited into the setting for stay and play sessions and end of term celebrations.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.6

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.6

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

Children generally enjoy their time at the nursery and engage readily in a range of activities. They are happy, confident and develop positive relationships with staff and their peers. Children are welcomed into an inclusive environment where they are valued as individuals. Children with special educational needs and/or disabilities are supported to participate alongside their peers and access appropriate support to help meet their individual needs. Children who may face barriers to learning or wellbeing are known well by staff, who work with families and other professionals to help reduce these barriers.

p.6

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

Children benefit from caring relationships with staff, which help them to feel safe, secure and settled. They seek reassurance from familiar adults when needed and demonstrate a strong sense of belonging within the nursery. Families speak positively about the support they receive and value the regular communication from staff. Children whose families experience periods of separation, for example, when a parent is away for work, receive appropriate emotional support. This helps to promote continuity between home and the nursery.

p.6

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

Children develop skills across the curriculum and enjoy a variety of experiences. They show curiosity as they explore resources and activities. Children of all ages enjoy sharing stories with staff and develop an interest in books and early literacy. Staff support children's mathematical development through everyday interactions. For example, they count resources with children during activities and encourage them to join in. Children also benefit from visits to local farms, churches and libraries, which broaden their experiences and help them understand their local community. Weaknesses in curriculum implementation mean that staff do not consistently embed clear expectations for activities or help children understand the purpose of what they are learning. As a result, children do not always benefit from interactions that extend their learning and thinking. Poorly managed transitions sometimes result in children spending unnecessary periods waiting, which reduces their

p.6

Inspector:

Sarah-Louise Clements Children generally behave appropriately and respond positively to staff expectations. A focus on improving behaviour, particularly with older children, is beginning to support more positive experiences. Children are supported to attend regularly, helping them to access learning opportunities consistently.

p.7

Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

p.7

Action Completion Date

design and implement an ambitious curriculum that clearly identifies what children already know and what you want children to learn next 01/09/2026

p.7

Action Completion Date

improve transitions and organisation of the learning environment and staff to ensure children remain engaged, transitions are smooth, and learning time is maximised 11/08/2026

p.7

Action Completion Date

support staff to extend children's knowledge, skills and understanding through purposeful interactions, clear expectations and effective teaching that builds on children's interests and learning 01/09/2026

p.7

About this inspection

The inspectors spoke with leaders, staff, parents and carers and children during the inspection.

p.7

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.

p.7

About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

p.7

Address:

Minton Distribution Park London Road, Amesbury Salisbury Wiltshire SP4 7RT

p.8

Address:

Type: Childcare on non-domestic premises

p.8

Address:

Registered person: Little Druids Nursery Limited

p.8

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.8

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.9

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.9

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.

p.9

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.9

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.

p.9

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 .

p.10

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 .

p.10

Urgent improvement

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

p.10

Urgent improvement

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

p.10