Ashbourne Day Nurseries at Leavesden

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children eagerly arrive and are warmly greeted by nurturing staff.

Staff take time to get to know the children and gather a wealth of information before they start. Children are happy and confident. They understand the expectations and rules in the nursery and behave well.

While the curriculum is based around children's interests and building blocks for learning, there are weaknesses in the quality of education. The planning of activities is not carefully sequenced to build on what children already know and can do. This means the intended learning is not supported, which limits children's progress.

Children are i...nterested in opportunities provided and are keen to have a go. Children are initially enthusiastic and engaged, but many lose interest and move on after a short periods of time. Staff do not know how to adapt activities to ensure they capture children's continued interest.

For example, the children notice a tractor out on the field and ask a wealth of questions about what it his doing. Children are however, quickly moved on as staff do not know how to build on this interest to support learning.

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

Staff know the children well and can identify their current learning and next steps.

However, the curriculum is not fully embedded to support staff in implementing it effectively. For example, staff do not present the information to children in a way that offers the appropriate level of challenge or focus enough on what they want children to learn from activities.Staff engage children in conversations and speak to them with respect.

Children are confident and ask questions. For example, they show curiosity with visitors about the coloured blocks and invite them to play. Daily routines support children's communication and listening skills.

They understand to follow instructions as they come in from the garden and ensure they have the right clothing. Sometimes, staff do not consistently ask children questions that encourage them to think and build on what they already know and can do.Children with special educational needs and/or disabilities (SEND) are identified quickly.

Emerging concerns are not always acted on swiftly to ensure children get the help they need and reduce any differences in their learning. Having said that, children with SEND are settled in the nursery and have strong bonds with the staff team. Additional funding is not always used effectively to support children to make the best possible progress in their learning.

Children benefit from many opportunities to develop their physical skills. Outside, children enjoy making large marks with chalk. They move their arms and shoulders and create big circles and lines, talking about what they have drawn.

These large movements help develop their muscles and core strength.The youngest children enjoy a large space inside. Activities are set up at a range of heights so children can play in different positions.

Steps and a slide inside allow them practice to practice and gain confidence when using stairs.Staff speak positively about their role. They say their own welfare is considered leaders and they feel valued and supported.

The management team does not however, use staff supervision and performance monitoring systems effectively. For example, weaknesses in practice are identified but the training opportunities are not tailored to build on staff's knowledge or practice.Parents are complimentary about the new management team and the systems they have brought in.

They comment on the how leaders manage concerns and how they are open to ideas and suggestions. Parents talk of how happy their children are to attend the nursery and the wide range of activities the children have access too.A new leadership team is in place and some improvements made have already had a positive impact on outcomes for children.

The leadership team have worked on the sharing of information. The leadership team recognise the weaknesses in practice and plans are being created on ways in which improvements can be made.

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, the provider must: Due date develop the curriculum to ensure that it clearly identifies what it is that children need to learn, how this reflects their individual needs and offers appropriate challenge, to help them make at least good progress 01/09/2025 improve the arrangements to provide support for children with special educational needs and/or disabilities, to meet their individual needs.30/07/2025 To further improve the quality of the early years provision, the provider should: help staff to strengthen their questioning skills to give children more time to think and respond to questions, enabling them to share their thoughts and ideas develop systems to evaluate the impact of training on staff's teaching practice on children's learning make more effective use of additional funding to support children who are disadvantaged.

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