Ashbourne Day Nurseries At Swanbourne

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders acknowledge that there are areas of the nursery that need improvement. They have implemented change to meet actions from the last inspection.

There has been changes to staffing and leaders recognise recruitment is still a challenge in line with the national shortage in the sector. Leaders have worked with the local authority, appointed further new leaders and redesigned their curriculum. Despite this, the quality of education is variable.

For example, staff plan and provide activities for the children. However, activities are not consistently planned and implemented well enough to fully absorb children's interest.... In addition, some staff do not have a secure understanding of the learning intentions of activities.

As a result, they do not fully tailor their teaching to support children's learning at times. Therefore, while children enjoy activities, these do not always support them to make progress in their learning.Nevertheless, children are confident and happy to come into the friendly nursery.

Overall, they behave well. Children's care needs are met. Staff nurture babies and they help them in a calm and caring way to find activities that they enjoy.

For example, babies have regular opportunities to learn through play and exploration as they use their senses to explore the range of textures available to them. Toddlers enjoy exploring dough with a range of tools and threading pipe cleaner into colanders. Pre-school children are gaining confidence in cutting and early writing skills and learn new words, such as symmetrical.

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

There have been unforeseen circumstances which has led to further changes to the leadership of the setting. Leaders have worked together to identify and make some improvements to the quality of the provision. They are committed and motivated.

Although leaders are working hard, changes and improvements are still in their infancy and so currently not fully embedded. For example, leaders have identified the delivery of the curriculum is not consistent across the nursery and the deployment of staff still requires further improvement.Priorities for the nursery accurately reflect leaders' commitment to overcoming the challenges they face.

For example, leaders have redeployed qualified and experienced staff to ensure consistency in each room. They have made use of some training to improve knowledge and skills, where possible. However, leaders are not fully effective in identifying and addressing gaps in staff knowledge and understanding any inconsistencies in practice.

Current systems to monitor and coach staff are not fully embedded.Staff say they have seen many positive changes since the last inspection and overall feel supported in their roles. They feel listened to and comment positively on new leaders.

Staff are now having supervisions with leaders to discuss their professional development.The support for children with special educational needs and/or disabilities is effective. Staff are knowledgeable about children's individual needs and manage these in a positive way.

Staff work in partnership with parents and other professionals to provide targeted support and close any gaps in children's learning. Any additional funding the nursery receives is used to meet children's individual needs.Staff promote children's healthy lifestyles well.

Children benefit from well-balanced and nutritious meals and snacks. Staff successfully support children's independence and self-care skills in readiness for their move to school. Children's dietary and health needs are well met.

For example, children are reminded of the importance to drink regularly and have access to water throughout the day.Partnerships with parents are strong. Staff ensure they gather sufficient information about children's routines, likes and dislikes when they first start.

Staff share verbal information with parents daily about what their children have been doing. Parents have access to electronic updates about their children's learning and development. This helps to keep parents updated well.

Children form relationships with their key person and parents praise staff for the genuine care they show children. Staff comfort children and offer them reassuring warmth and affection. Overall, children behave well.

All children develop their physical skills well. They have ample opportunities to be active and enjoy playing and learning outdoors. Outside, toddlers and pre-school children negotiate climbing through tunnels, run and use bikes to strengthen their gross motor skills.

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 improve and embed an ambitious education programme that inspires, challenges and clearly supports what children need to learn next to build on their individual stage of learning 23/10/2025 develop effective systems for support, coaching and training for staff to ensure they have a full understanding of their roles and responsibilities, and any inconsistencies in practice are swiftly addressed.

23/10/2025

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