|Name||Ashfield House Day Nursery|
|Ofsted Inspection Rating||Outstanding|
|Address||Ashfield House, Stewart Close, Bradford, West Yorkshire, BD2 2EE|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (04 March 2020)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
What is it like to attend this early years setting?
The provision is outstanding
Children flourish in this exciting and innovative nursery. The manager’s exceptionally high expectations for every child are matched by staff’s ability to teach children to the highest level. Children excitedly engage with stimulating activities that have been designed around their interests, cultures and learning styles. For example, children show lots of enthusiasm, as well as their own interests, to investigate bugs and other insects that teach them about their world. Children are intrigued by the bugs and insects they have to look at and feel. Staff encourage children to go outside to look for the spiders and bugs they have seen and count how many legs they have. Children are learning to think about others, in age-appropriate ways, to help them live successfully in a modern world. For example, during snack time, they are taught to take what they need and share what they do not need with others. Children have formed exceptionally close bonds with staff, who are calm, nurturing and skilful practitioners. Children’s learning is fully extended as staff subtly join in with their play to challenge their thinking and develop their problem-solving abilities. For example, older children use their exceptional thinking skills superbly, as they count the magic beans in the sand and compare how many each child has. At lunchtime, children comment that they can see magic beans in the curry and ask curiously if these will grow in their tummies like Jacks do.
What does the early years setting do well and what does it need to do better?
A remarkable attention to detail means that rules and daily routines are highly consistent. This makes the nursery really effective because children know what will happen next. They know what to do and remember how they are expected to behave. Practitioners are motivational role models. For instance, all children are encouraged to take turns and help younger ones to share. Children convey enthusiasm as they give clear explanations to their friends about how it is nice to share, showing care and concern for all.The outside area offers experiences for all children, and their needs and abilities; they love to chill and relax and listen to the story outside, read enthusiastically by staff. Other children steam past on a variety of bicycles, showing and shouting, ’look how fast I can go’. Children are very keen to show how they can run and kick the balls, laughing with their friends as the balls ’go high in the sky’. They are extremely keen to enter the growing area, where they prepare to sow their beans. Children then go to the mud kitchen to make pasta for the staff’s lunch, using their imagination well as they pick up twigs for the pasta.Children’s communication and language skills are extended and supported exceptionally well. Staff teach new words and use signing, to build strong foundations for listening and speaking. Children share wonderful experiences, such as drawing rainbows and say how ’very big’ the rainbow is. Staff extend children’s language telling them they can say ’massive’. Children then go to their friends excitedly saying look at my ’massive’ rainbow. They share their opinions, repeat the word together and go on to find things that are massive.The manager provides high-quality support, guidance and coaching as they work alongside staff. Well-qualified staff are encouraged to continuously develop their professional knowledge and skills. As a result, children’s development is of the highest standard and their next steps are identified and reached securely.The manager and staff have built excellent relationships with other professional agencies and local schools. These result in extremely well-coordinated strategies that promote the excellent progress of all children. For example, staff and parents attend the meetings together with outside agencies.Staff observe children as they play, and assessments accurately assess their learning. They identify any gaps in children’s learning and focus upon these, providing experiences that help children to make exceptional progress. Additional funding is used extremely effectively to provide the targeted resources and experiences some children require to thrive and develop. Staff take into account each child’s explicit needs.
The arrangements for safeguarding are effective.Staff regularly attend training to develop their excellent knowledge and skills, and strengthen their understanding of their role in safeguarding children. For example, they have increased their awareness of how to identify and protect children from extreme views and behaviours. The manager has an exceptional knowledge of protecting children and has completed lead safeguarding training. She cascades her expertise to staff, ensuring that they have a strong and secure understanding and know the procedures to follow should they have any concerns. Staff work closely with other professionals, to ensure consistency in care and support. There is a robust recruitment process and a thorough induction for all new staff.