Good News Nursery

What is this page?

We are, a schools information website. This page is one of our directory pages. This is not the website of Good News Nursery.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry school comparisons and much more. Below is some useful summary information regarding Good News Nursery, but to see all our data you need to click the blue button at the bottom of the page to view Good News Nursery on our interactive map.

About Good News Nursery

Name Good News Nursery
Ofsted Inspections
Address Charis House, Hardwick Square East, BUXTON, Derbyshire, SK17 6PT
Type Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Derbyshire
Highlights from Latest Inspection

Summary of key findings for parents

This provision is good The manager and senior staff are ambitious for children to learn in a stimulating environment and to achieve well. They have high expectations, and set a clear direction for the nursery's future development. Staff establish good relationships with parents.

They keep them well informed about their children's progress. Parents appreciate the warm and welcoming environment the staff provide. Children achieve well during their time in the nursery.

They acquire the knowledge, skills and understanding they need to succeed in their future learning, including their move on to school. Children learn in a bright and motivating environment. The well-qualified... staff plan interesting and imaginative activities to engage children, and promote their curiosity.

They help children to settle in and feel confident through, for example, well-established routines for starting the day. Children behave well. Staff help them to develop good personal and social skills.

Children grow in self-confidence and become increasingly self-aware. It is not yet outstanding because: The leadership does not fully compare the progress made by different groups of children, to help them achieve at the highest level possible. Staff's professional development is not sharply focused on consistently raising the quality of teaching, to have the most beneficial impact on children's achievement.