“Children arrive at the nursery excited to see their friends,” inspectors found, as Skylark Nursery School was judged to be meeting the expected standard in all areas, with safeguarding arrangements confirmed as effective.
The nursery, based at Meadow Park Barn, Lower Mead Farm, Alston Cross, Ashburton, Newton Abbot, caters for children aged two to four. It has 32 places and is run by Nature Nurseries Ltd. Registered in November 2023, it operates Monday to Friday from 8.30am to 5pm.
Inspectors reported that “the safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone’s responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.”
In the classroom, staff were praised for making learning engaging and purposeful. “Staff make the most of teachable moments to support children to develop a firm foundation in their mathematical skills.
Children count on their fingers and then encounter larger numbers when they chat about the ages of members of their family. Leaders emphasise the importance of staff interacting with children and modelling imaginative play, such as in the home corner. This supports children’s language skills well. Leaders provide a cosy place for children to talk about stories with their friends, which helps them to develop positive attitudes towards their learning.”
Assessment was found to be used effectively. Inspectors noted that “staff use assessment well to help them plan for and prepare children for the next stage of their learning. They share information with other settings that children attend. Leaders carefully monitor the progress of children who face barriers to their learning. They refer to other professionals to ensure that children have the help they need.”
Children’s behaviour and attitudes were also highlighted positively. “Leaders prioritise developing a sense of community. They talk to children about being kind and help them learn to play together. In the garden, children develop confidence as they learn how to balance and step across tree stumps.
“Children enjoy working together to roll up a large rug, ready for group time. They help each other carry and lay out blocks to sit on, and staff praise children for being considerate and helping each other.”
Inspectors said staff were proactive in monitoring attendance and vigilant when children were absent, ensuring communication with families to check on welfare. They also found that leaders regularly reviewed arrangements to ensure children’s safety and wellbeing, including when they were sleeping.
Outdoor learning was a notable feature. “Leaders emphasise the importance of being outdoors and noticing the changes in nature. Children enthusiastically go to the garden where they make choices about where to play with their friends. Children learn to share and take turns with the equipment. Younger children gain confidence and develop physically by riding on balance bicycles. Older children enjoy playing games together, such as hide-and-seek.”
However, inspectors identified areas for improvement. They reported: “However, on occasion, children’s learning is not sufficiently well supported during routine times of the day, such as when moving from one activity to the next. When children finish their story time, they all rush together to get ready for lunch. This means that some children have to wait and queue to wash their hands and miss important learning time.”
Inclusion was generally strong, with staff working closely with families and other professionals. But the report noted that “occasionally, children’s home cultures and learning in their own language are not promoted and celebrated as well as possible.”
Leaders were described as having “an accurate view of their strengths and areas for development” and were said to be committed to adapting provision as the community changes, including ensuring additional funding is used effectively to support children who need extra help.
