Pop Up Irchester

Pop Up Irchester

Unique reference number (URN): 2817522 Address: Irchester Village Hall, 36 School Road, Irchester, Wellingborough, NN29 7AW Type: Childcare on non-domestic premises Registered with Ofsted: 04/11/2024 Registers: EYR, CCR, VCR Registered person: Pop Up Irchester 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 progress from their individual starting points and are confident in what they know and can do. They are proud of their achievements and eagerly show adults their pictures, creations and developing skills. Children become increasingly independent as they move through the nursery and confidently take responsibility for aspects of their learning and play.

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Achievement Strong standard

Children communicate confidently with adults and one another. They use an increasingly wide range of vocabulary to express their ideas, needs and experiences. They ask questions, listen carefully and respond with interest to what others say. Children enjoy sharing books, turning pages and joining in with familiar words and phrases. Younger children explore early mathematical concepts through hands-on play, including counting and investigating shape.

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Achievement Strong standard

Children are highly engaged in their learning and sustain their interest in a wide range of experiences. They confidently explore, investigate and solve problems through play. Children develop a strong awareness of their feelings and increasingly recognise and manage emotions such as sadness and anger. They use strategies that help them to manage their feelings and return to learning.

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Achievement Strong standard

Children who face additional barriers make strong progress and participate confidently alongside their peers. Children develop a secure sense of belonging and are well prepared for their next stage. They become familiar with their future school, its environment and the adults they will meet. As a result, children approach the transition to school with confidence and excitement.

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Behaviour, attitudes and establishing routines Strong standard

Children behave incredibly well because they understand the expectations for behaviour and respond positively to the consistent boundaries in place. They show kindness, care and respect towards adults, their peers and the environment. Warm, trusting relationships underpin children's behaviour. Children are affectionate towards staff and confidently seek them out for reassurance, support and shared enjoyment.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to collaborate and get along well with others. They listen to their friends, take turns and work together during play and shared activities. Staff model respectful behaviour and consistently recognise children when they show kindness, care and consideration. This helps children develop a strong understanding of how their actions affect others.

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Behaviour, attitudes and establishing routines Strong standard

Children of all ages and stages respond positively to the expectations of the setting. Babies and younger children receive appropriate support to understand routines and develop positive behaviours, while older children demonstrate increasing independence in managing their own behaviour and relationships. Staff make thoughtful adaptations for children with additional needs, including providing targeted support to help children develop emotional regulation, communication and turn taking. Children attend regularly and benefit from consistent routines. Leaders place strong importance on punctuality and attendance and work closely with families to promote this. Therefore, children experience continuity in their learning and relationships.

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Behaviour, attitudes and establishing routines Strong standard

Children are highly engaged, confident and settled. Their exemplary behaviour and positive attitudes enable them to make the most of the learning opportunities available and contribute to a calm, respectful and caring nursery environment.

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Children's welfare and wellbeing Strong standard

Children feel safe, secure and emotionally well supported. They develop deep attachments with their key person and benefit from warm, responsive relationships with familiar adults. Children confidently seek comfort and reassurance when needed and show affection towards the adults who care for them.

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Children's welfare and wellbeing Strong standard

Children experience care that reflects their individual needs and circumstances. Their settling-in arrangements are thoughtfully adapted so that children and families can build confidence at their own pace. Children benefit from sensitive arrangements that help them become familiar with new adults and the nursery environment before starting. This helps children settle confidently and develop a secure sense of belonging.

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Children's welfare and wellbeing Strong standard

Children develop a secure understanding of how to care for their bodies and stay healthy. They enjoy nutritious meals prepared on site and are encouraged to try new foods. Children use cutlery independently, and older children wash their own plates and bowls after eating. Babies confidently feed themselves using their hands. Sleep routines meet individual needs, with babies comfortably dressed and supported to settle to sleep and adults remaining close by to check them regularly.

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Children's welfare and wellbeing Strong standard

Children talk openly about their feelings and develop strategies to manage emotions such as sadness and anger. They use sensory and calming resources when needed and increasingly regulate their emotions independently.

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Children's welfare and wellbeing Strong standard

Children benefit from an inclusive environment where their welfare is prioritised. Families receive support to understand online safety, including the impact of screen time and ways to reduce children's exposure to online harm.

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Curriculum and teaching Strong standard

Leaders have a clear vision for the curriculum, with a strong focus on developing children's independence, confidence and readiness to learn. Staff create an enabling environment where children freely explore, practise existing skills and develop new knowledge. They use their detailed knowledge of children's abilities and next steps to plan purposeful experiences and skilfully weave learning opportunities throughout the day.

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Curriculum and teaching Strong standard

Communication and language are particular strengths. Staff engage children in sustained, meaningful two-way conversations and deliberately introduce and reinforce new vocabulary across all areas of learning. They read stories expressively, encourage children to turn pages and join in with familiar words, and pause to ask questions that check and deepen children's understanding. Visual aids enable children with less-developed speech to participate successfully. Children reflect this strong modelling in their interactions with each other, asking questions, listening carefully and responding with interest.

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Curriculum and teaching Strong standard

Staff prioritise children's physical, personal, social and emotional development. Children confidently take on physical challenges, including lifting heavy blocks to build together, riding tricycles and balancing on equipment. Staff talk openly about emotions such as sadness and anger and help children consider strategies for managing their feelings.

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Curriculum and teaching Strong standard

Teaching is consistently adapted to individual children. Staff make subtle adjustments to routines and provide targeted one-to-one and small-group support to develop language, turn taking and other identified skills. As a result, children make progress from their individual starting points and develop increasing confidence and independence as learners.

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Inclusion Strong standard

Leaders and staff know children and their families very well. They identify children's individual needs promptly and respond quickly when they have concerns about children's development. To establish clear starting points, staff assess children when they start at the setting and use a tracking system to monitor progress. They identify appropriate next steps and use these to focus teaching and support through planned activities, group times and individual interactions.

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Inclusion Strong standard

For children developing communication and language, staff deliberately extend vocabulary by repeating familiar words and encouraging children to use them. They adapt communication approaches for children who are nonverbal, using visual aids, including picture and word lanyards and communication folders, to help children understand routines and communicate their needs. These approaches help children understand what is happening throughout the day and participate confidently.

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Inclusion Strong standard

Leaders work closely with parents and carers and respond sensitively to individual family circumstances. They proactively support families to improve attendance and help parents complete relevant paperwork when necessary. This enables families to access appropriate support and apply for local school places.

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Inclusion Strong standard

Leaders monitor the impact of support and work effectively with families and professionals. Staff value children's home languages and learn key words to support communication. They invite families to record familiar phrases for staff to use when children feel unsettled. Leaders also seek professional expertise, such as inviting physiotherapists to model strategies for staff. Parents value this support and report that staff go above and beyond to meet their children's needs. Leaders use early years pupil premium funding thoughtfully to provide resources that support children's emotional security.

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Leadership and governance Strong standard

Leaders have a comprehensive understanding of the setting and continually consider how to strengthen practice. They have responded proactively to changes in safer sleep guidance, reviewing risks within the building and ensuring that staff understand current expectations and receive appropriate training. This has strengthened the consistency and safety of practice across the setting. Leaders place children's interests at the centre of their decision-making. They are particularly committed to reducing barriers for children and families who may need additional support. Leaders work closely with families to help them access services, resources and school applications. Parents speak highly of the practical and emotional support they receive, describing how staff go beyond their usual responsibilities to help families secure the support they need. Leaders also develop meaningful links with the local community,

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Leadership and governance Strong standard

broadening the experiences and opportunities available to children.

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Leadership and governance Strong standard

Leaders give careful consideration to staff wellbeing and workload. Staff speak positively about the support they receive, and value the ongoing opportunities to develop their knowledge and skills. Leaders identify professional development thoughtfully in response to the needs of the setting.

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Leadership and governance Strong standard

New staff receive a thorough induction that equips them with essential knowledge from the outset. This includes safeguarding, the 'Prevent' duty, safer sleep and caring for babies. Regular training and support ensure that staff remain confident in their responsibilities and understand how their practice contributes to children's safety, 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 happy, confident and deeply engaged in their play and learning. They make choices about how they spend their time and confidently move between indoor and outdoor experiences. Outside, children balance carefully on equipment and practise walking along it, developing their physical confidence and coordination. They hold hands as they walk together and negotiate what they would like to do next.

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

Children enjoy being together and show kindness and respect towards one another. They work collaboratively to build structures with large wooden blocks, demonstrating excellent teamwork and shared enjoyment. When a child falls, their friends immediately ask if they are okay and help them to get back up. Children listen to one another, cooperate and show genuine care for their friends. Kindness is an integral part of their relationships.

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

Children confidently talk about their feelings. They use interesting resources to help them describe emotions and recall times when they have felt cross or sad. They think about what they can do to help themselves feel better and increasingly understand how to manage their emotions.

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

Children immerse themselves in imaginative and sensory play. They make pretend tea using pots, pans and tea-stained water, pouring and mixing as they explore different sensations. They use diggers in the sand and enjoy shared stories inside the tent, turning pages and recalling familiar books.

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

Children show genuine curiosity about the natural world. They delight in digging up potatoes they have grown themselves and proudly talk about their harvest. They order potatoes by size, use mathematical language and count their produce. Children wash the mud from their potatoes and excitedly discuss with the chef what they could make with them. This experience helps children understand where food comes from and develops positive attitudes towards healthy eating.

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Address:

Irchester Village Hall 36 School Road, Irchester Wellingborough NN29 7AW

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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 - 18:00 Children are proud of what they achieve and eagerly share their discoveries with others. They show confidence, independence and a strong sense of belonging.

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Next steps

The provider should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, practitioners, 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. Local authority: North Northamptonshire

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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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