Whitefield Nursery Ofsted Comments

Unique reference number EY415329
Inspection date 16/05/2022
Inspector Amanda Richards
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Children enjoy playing and learning at this setting. They form strong attachments with their key person which helps them to feel safe and settled. Children of all ages develop their knowledge and skills as they explore the well-resourced environments. Babies develop their fine-motor skills as they explore baskets of everyday objects. Pre-school children develop their imaginations through craft activities. Children access the outdoor area daily where they have opportunities to develop their physical skills. For example, children build obstacle courses, dig in sand and dance with ribbons. Children benefit from positive interactions with staff and make good progress in their learning.

All children are encouraged to make their own choices. For example, babies select which resources they would like to add to the water tray, beaming as they choose a rubber duck. Pre-school children vote on which rhyme or story they would like to read each day. This helps to build children's confidence and encourages a love of reading.

Children behave well. They know the rules and what is expected of them. For example, children pass around a small toy to show that it is their turn to speak, listening intently to one another. Staff have high expectations of all children. They give children responsibilities, such as being a lunchtime helper. This helps to develop children's self-esteem.

Staff assess children to identify strengths and gaps in their learning. They follow children's interests, teaching them as they play. Children develop their phonic knowledge through a planned curriculum, which helps to prepare children for school. 

Provision for children with special educational needs and/or disabilities (SEND) is excellent. Additional adults form strong bonds with children. Staff set targets for children which build upon what children already know and can do. The leadership team is passionate about supporting children with SEND. Staff take part in training and source external support so that they can help children with SEND to achieve the best possible outcomes.

Children behave positively towards one another and are confident learners. They develop resilience when they come across challenges. For example, as babies stack rings, adults encourage them to keep trying. They persevere until they achieve their aim, showing great pride in their accomplishments.

The setting has good partnerships with parents. Parents value the daily conversations they have with staff. Babies have a communication book that they take home with information about their day. Staff regularly communicate with parents so that parents know what their children are working on and how to support this learning at home.

Staff well-being is made a priority by the leadership team. A mentor system is in place to support newer staff members. Staff take part in activities, such as yoga, to promote their mental health. Staff feel fully supported in their roles.

The leadership team is passionate about the work they do. The team reflect on feedback from staff, parents and children in order to evaluate their practice. This helps them to identify ways that they can improve the nursery.

Staff risk assess the environment to help them to keep it safe. Parents use a fingerprint system to enter the setting. The setting is committed to training all staff in paediatric first aid.