Ashbourne Day Nurseries at Princes Risborough

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement There is lack of a clear and coherent curriculum at the nursery. Senior leaders recognise that this is an area of the nursery that needs improvement and are developing plans to introduce a new curriculum. However, currently, the lack of clear intent for children's learning means that staff are uncertain of what children need to learn next and how they can support them.

As a consequence, the teaching is variable and lacks consistency. Despite this, children enjoy being at the nursery and are developing at a steady pace. Overall, staff support children's communication and language development well.

Children talk excitedly a...nd use their expanding vocabulary. For example, when playing outdoors, children make dinner consisting of 'pterodactyl pudding' and encourage adults to be careful as it is hot and the wings are crunchy. This shows their vivid imaginations.

Relationships with parents are weak and not enough information is shared with them so they know about children's learning. For example, staff do not utilise the nursery online application to let parents know about their children's progress. Although there have been several changes in the staff team, children form close relationships with their key person.

Children behave well. They know about the nursery routine and follow this readily. Staff are kind and polite and show children respect.

As a result, children are content and settled. They laugh often, showing their developing sense of humour at things that amuse them, such as when retelling stories.

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

Despite the weaknesses in the curriculum, children generally enjoy attending the nursery and spend time playing with activities.

For example, younger children take delight in playing with sand, water and soil. However, as there is a lack of focus on what children need to learn, they tip the mixtures on the floor and over themselves rather than moving forward in their development.When there are opportunities for children to develop their physical development and practise writing, these are not consistently well thought out.

Older children increase skill in copying and forming letters. However, resources for younger children do not help them to make marks as staff intend. The few sheets of dark coloured paper staff provide means the majority of children's pencils marks do not show up.

Consequently, children drop the pencils on the floor as they become disinterested.Staff do not teach children about how to safely and effectively use digital technology. Therefore, children do not learn about positive attitudes towards screen time or how to retrieve information electronically to prepare them for their future learning.

The manager recognises that a high turnover of staff and changes to the management has unsettled the staff team. This has had a negative impact on how staff are able to meet the needs of children who attend. This also affects how the admissions policy is implemented.

Insufficient consideration is given to how the setting can make reasonable adjustments to meet the individual needs of children, when determining if a place can be offered.Parents do not receive sufficient information about what and how children learn. Staff share infrequent information about the progress children make.

Therefore, parents have little information available to enable them to encourage children's learning at home.Children in the pre-school room are confident in putting their mathematical learning into action. This is demonstrated when they play number card games.

They confidently explain the rules and how to win. When playing, they show they recognise numbers, colours and can do simple counting and subtraction. Children show friendly competition and a strong urge to win.

Staff support children to develop their personal, social and emotional development. They recognise children's emotions and encourage them to talk about how they feel. Staff manage mealtimes well.

Children enjoy sitting together to eat along with staff, who promote their safety by supervising them closely when they eat.Staff recognise and fully understand their responsibility to keep children safe. They are aware of indications that children might be at risk of harm and take decisive action to report any concerns about children's welfare.

Senior managers are closely monitoring the progress of the nursery. They are putting plans into action to increase the quality of the nursery and are committed to making sustainable ongoing improvements.

Safeguarding

The arrangements for safeguarding are effective.

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

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date plan and deliver a coherent curriculum that is sequenced and understood by all staff so that teaching is consistent and builds on what children know and can do 01/08/2024 ensure that staff teaching is effective and focuses on promoting what children need to learn next 01/08/2024 ensure that the implementation of the admissions policy demonstrates it meets legal obligations in relation to anti-discriminatory legislation 01/08/2024 improve relationships with parents, keeping them better informed about the curriculum and their children's developmental progress, so they can support children's learning at home.01/08/2024 To further improve the quality of the early years provision, the provider should: create an environment that supports the intention of an ambitious and well-planned curriculum develop a curriculum that includes teaching and learning to foster children's digital literacy and positive attitudes towards screen time.