Ofsted Report – August 2024

The provision is good

Children really enjoy attending this warm and welcoming nursery. Staff develop lovely bonds with children who know them well and who prioritise their happiness and well-being. Children behave well, and when needed, they are supported to understand their feelings and emotions. Staff encourage and support children to bring their thoughts and ideas to life. For example, children decide to make a wooden house. They cooperate with each other with wooden construction materials. Staff support them to work out how to create an opening and shutting cardboard door. Children know their voices are heard and their ideas are respected.

The manager supports staff to implement sequenced programmes of learning that support children to move smoothly between playrooms and then on to school. All children including those with special educational needs and/or disabilities (SEND) make good progress.

There is a focus on developing independence in every playroom. For example, babies are encouraged to feed themselves. Three- and four-year-olds learn to pour their own drinks and serve their own food at lunch time. Staff plan specific next steps for their key children which build upon their prior learning. This sequenced approach ensures that all children secure their learning and receive appropriate challenges. Children demonstrate that they feel safe and happy.

What does the early years setting do well and what does it need to do better?

• Parents are very happy with the care their children receive at the nursery. They report that their children are making ‘great progress’. They enjoy receiving lots of information about their children’s development, and report that their children love attending.
• Supporting children’s physical development is of high priority across the nursery. Children have lots of opportunities to develop their large muscles and raise their heartbeats through self-chosen, or planned activities. For example, children enjoy moving their whole bodies to familiar songs with enthusiastic staff. They excitedly jump up and down and join in with actions. Babies are encouraged to develop their small hand muscles by squeezing and prodding dough. Older children skilfully use balance bikes to develop their core strength.  
• Children participate in routines throughout their day, such as snack time and moving from inside to outside.  At times, these routines do not consistently support children’s engagement. For example, some children are unsure of the process for joining in at snack time and consequently become disengaged. This means that children are not consistently supported to learn new skills, and remain engaged during activities.
• Staff support children’s communication and language well. They introduce children to new words and their meaning, extending their vocabulary. For example, three- and four-year-olds enjoy playing with blocks. Staff introduce new words, such as ‘connected’, and ‘click’. Babies hear repeated words which they repeat back to the caring staff. Staff take care to look at children when talking to them and speak clearly, modelling a good level of English language well.
• Staff are kind and caring and plan a broad range of activities for the children to enjoy. However, at times, some children do not receive the support they need to fully participate in group activities. This means that they do not fully benefit from the planned learning.
• Children with SEND are supported very well. The passionate designated coordinator acts promptly and makes timely referrals to professionals. Staff implement effective strategies to support children’s development while they wait for professional input. Parents are included at every step.  
• Staff enjoy working at the nursery and benefit from regular supervision meetings. Effective peer-to-peer observations of staff interactions with children quickly identify areas for them to improve their practice. The manager ensures all staff complete statutory training. Staff access professional development to raise the quality of their practice. This improves outcomes for children.
• The management team are dedicated and ambitious. They prioritise the wellbeing of children, families and staff. They seek out ways to improve their service and listen to the views of parents. All staff share this drive for continuous improvement. For example, room leaders have developed clear improvement plans which aim to support the children’s learning and progress even further.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children’s interests first.

Information about this early years setting

Willows Day Nursery registered in 2017 and is located in Brighouse, West Yorkshire. The nursery employs 23 members of childcare staff. Of these, 20 hold appropriate early years qualifications, including the manager who has a level 6 qualification and one member of staff who has early years professional status. The nursery opens from Monday to Friday, all year round, excluding bank holidays and one week at Christmas. Sessions are from 6.45am to 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

Information about this inspection

Inspector

Clare Bligh

Inspection activities

• This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider.
• The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn.
• The inspector spoke to children, to find out about their time at the nursery.
• The inspector talked to staff at appropriate times during the inspection and took account of their views.  
• The inspector spoke with the nominated individual and the manager about the leadership and management of the nursery.  
• The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities.
• The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children’s learning.
• The inspector carried out joint observations of group activities with the manager.
• The inspector spoke to several parents during the inspection and took account of their views.
• The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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.

You may view this report on the Ofsted site here