We are very proud to be awarded a GOOD grading across the board from Ofsted, being only two very minimal points from receiving OUTSTANDING.

The two details were very simple to amend hence were immediately addressed; So lets hope we achieve a clear OUTSTANDING grading in our next Ofsted Inspection! 

  

Thank you to my team, parents and children for all your support and lovely testimonials.

(please see testimonial page)

  

Donna

 Proprietor Country Garden Day Nursery

In summary our report highlighted the points below;

  • Managers and staff have a good understanding of how children learn. They provide a stimulating range of activities that complements children's interests. ¬†Children make good progress from their initial starting points
  • Managers and staff are good role models. They are patient and caring, and have high expectations for children's behaviour. ¬†Children cooperate with others and are kind, tolerant and respectful
  • Partnership with parents are good. Parents talk very highly of the staff team and the quality of their children's care and learning. Parents value the ideas and information they receive to support their children's learning at home

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Managers and staff have a clear understanding of the process for responding to any concerns about a child's welfare. Furthermore, recruitment and vetting processes are robust and help to make sure all staff are suitable to work with children. Managers monitor and track children's progress across all areas of learning, any gaps in children's development are quickly identified and interventions are put in place to help them catch up. Managers have high expectations of what staff can achieve. For example they regularly work alongside them to monitor the quality of their teaching and to help them reflect on their own practice. Managers and staff are experienced and knowledgeable, and are highly committed to their own professional development. For example, they take every opportunity to attend additional training and implement and share what they have learnt to help improve children's outcomes.

Quality of teaching, learning and assessment is good

Staff regularly observe children and make accurate assessments of what they can do. Staff use this knowledge to plan individual next steps in children's learning. Staff support children's communication and language skills well. For example, they listen to what children have to say, introduce new words such as lavender and 'hawthorn', and children enjoy learning sign language while they sing and share a story. Children demonstrate good levels of curiosity and imagination. For example, they excitedly go on bug hunts in the garden and use magnifying glasses and books to identify the various species that they find. Children thoroughly enjoy imaginative play. They travel on a boat to visit dinosaurs and ride horses to the zoo. Children are creative and explore colour and texture. For example, they independently mix, match and sort paint colours.

Personal Development, behaviour and welfare are good

Staff support children's emotional well-being and sense of belonging well. For example, children cheerfully enter the nursery and develop strong bonds with all staff. Children have a positive attitude to following a healthy lifestyle. For example, they discuss the importance of washing their hands and enjoy serving themselves at meal times. Children are learning to take small risks in their play. They thoroughly enjoy being physically active in the large, exciting outdoor area. Children's similarities and differences are highly celebrated and valued. They learn to respect differences in culture and religion.

Outcomes for children are good

Children make good progress in readiness for the next stage in their learning, such as starting school. They show very good levels of engagement are are confident learners. Children develop their early literacy skills well. For example, older children learn to read simple words and phrases, and younger children begin to form letters well as they play.