Free Spirits Nursery

Free Spirits Nursery
Unique reference number (URN): 319181
Address: Freeman Hospital, Freeman Road, High Heaton, NEWCASTLE UPON TYNE, NE7 7DN
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/11/1999
Registers: EYR
Registered person: The Newcastle upon Tyne Hospitals NHS Foundation Trust
Inspection report: 20 January 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Strong standard
Achievement Strong standard
Children, including those who are disadvantaged or face barriers to their learning, make
rapid progress from their starting points. They settle happily and are eager to take part in
activities. Children develop their physical skills through many opportunities to play outdoors.
For example, they make marks with chalk on a board and explore cause and effect when
they press a lever on a water bottle to create a spray. Children enjoy the closeness of
sharing a book with a member of staff. They become increasingly self-assured, build
friendships and learn how to manage their feelings. Children's interests are deeply engaged,
and they concentrate well on their chosen activities. This helps them develop the skills they
need to be ready for school. Children also develop important self-care and independence
skills. Older children gain confidence in holding conversations with each other and with
visitors. Babies show early progress in their interactions and emerging language skills.
Across the setting, all children develop the confidence to express their needs and ideas.
Behaviour, attitudes and establishing routines Strong standard
Staff have high expectations of children's behaviour and act as positive role models through
their sensitive and nurturing approach. This consistent practice is evident throughout the
nursery. Staff support children to understand their feelings and emotions through
discussions, stories and gentle guidance about sharing. They teach children the importance
of kindness and considering others. Staff also adapt their approaches to meet the needs of
children at different stages of development, ensuring that strategies are closely matched to
each child.
There is a calm and welcoming atmosphere in the nursery. Children engage happily in their
activities and are keen to share their experiences with staff. For example, babies show
delight when they look down a tube to find where a member of staff has placed a ball.
Toddlers eagerly mix ingredients to make 'soup' and proudly share what they are doing.
Children build positive relationships with both staff and each other, helping them feel safe
and secure. Children's attendance is monitored effectively. Parents are informed about the
importance of regular attendance when their child first joins the nursery and are encouraged
to keep leaders and staff updated about any absences. This supports all children, including
those who are disadvantaged and those with special educational needs and/or disabilities,
to attend consistently and stay engaged in their learning.
Children's welfare and wellbeing Strong standard
Leaders have created an inclusive environment where children receive sensitive, consistent
care that helps them feel fully included. Settling-in visits are tailored to each child's needs,
enabling them to settle well and build close relationships with staff. Visits to the next room
support a smooth transition. Staff work closely with parents to ensure that children feel safe
and secure in the nursery. For example, parents provide photos from home for children to
look at and talk about, which helps comfort those who may feel a little sad.

Supportive staff ensure that children can rest or sleep safely. Babies are monitored every 10
minutes. Staff work with parents to settle children in a way that meets their individual needs.
For instance, if a child needs rocking, they are soothed to sleep in a pushchair. Staff also
teach children about health and wellbeing. Children wash their hands before meals and
learn when to use a tissue for a runny nose. Staff promote the regular drinking of water.
Babies happily pause their play to have a drink. Staff also encourage outdoor play in all
weathers and teach children the importance of being active. Children are supported to
recognise and manage their emotions and behaviour.
Curriculum and teaching Strong standard
Leaders have worked hard to ensure that the curriculum is inclusive and of a high quality.
They review it each term to evaluate what has gone well, identify challenges and consider
where improvements can be made. Staff regularly assess children's progress to ensure that
learning builds progressively on what children already know and can do. This also enables
staff to identify any gaps or barriers to learning and respond swiftly. Children with special
educational needs and/or disabilities are supported through individual plans that are
reviewed regularly and thoroughly to monitor their progress.
Communication and language development is a strong focus throughout the nursery. Staff
introduce new vocabulary and use sign language to support children, including those who
are non-verbal. They have clear learning intentions for each child and skilfully apply these
during activities. For example, when babies play with puppets and dolls, staff help them to
develop their communication and language skills. Mathematical development is
strengthened through practical experiences. For instance, in the pre-school room, 2 helpers
are chosen at lunchtime. When it becomes clear that not all children have a cup, children
are encouraged to work out how many more are needed. Children's emotional wellbeing and
physical development are also given high priority.
Inclusion Strong standard
Leaders and staff have a strong understanding of children's needs. They rigorously monitor
children's progress in learning and development, which helps them identify each child's
individual needs. Where additional support is required, leaders and staff work closely with
parents and other professionals to provide tailored assistance. Progress is reviewed
regularly, resulting in a positive impact on children's care and development. Children with
special educational needs and/or disabilities receive targeted support that meets their
individual needs and enables them to make sustained progress. Staff also make effective
use of available funding to ensure that all children, including those who face barriers to
learning, are included. For example, funding is used to provide one-to-one support for
children in the nursery and during outings, helping them get the most out of their learning.
The staff team is committed to undertaking training that enhances its work with children.
Leaders provide in-house training based on the early years foundation stage, which has
strengthened the consistency of curriculum delivery across the nursery. Staff have a clear
understanding of children's next steps in development and adapt activities so that all
children can participate and succeed.

Leadership and governance Strong standard
The highly enthusiastic leadership team is committed to driving excellence. Leaders
continually review how well the nursery operates and make plans for improvement. Leaders
work closely with staff and parents to gather their views and make positive changes. For
example, after consulting parents about the meals provided, they adjusted how often the
menus are rotated. Leaders also evaluate what children enjoy or are less keen on, so they
can make changes when needed.
Leaders and staff work closely with other professionals to support children with special
educational needs and/or disabilities. Staff form extremely positive partnerships with
parents, who speak very highly of the care and support their children receive. Parents are
kept regularly updated about their children's development, which helps them continue their
learning at home. Parents described the nursery as feeling like 'leaving their children with
family' and praised the support given when children experience delays in development.
Many staff are long-serving members. Staff wellbeing is prioritised so they can be at their
best for the children they care for. Professional development is also given high priority, with
in-house training focused on strengthening staff expertise and ensuring the curriculum
reflects leaders' ambitions for children.
What it's like to be a child at this setting
Staff are passionate about the care they provide for children. They place children's best
interests at the centre of everything they do and know them extremely well. Staff assess
children's starting points and quickly identify any barriers to learning. They work closely with
parents to secure the support each child needs so they can develop and thrive. Children's
communication and language development is supported exceptionally well throughout the
setting. For example, pre-school children are encouraged to explain what they are doing
when playing in the mud kitchen. Staff repeat children's words to reinforce correct
pronunciation. Sign language is used throughout the nursery, which is particularly beneficial
for children with delayed speech and language. During singing sessions, for instance,
children join in with the signs as well as the words. These inclusive approaches ensure that
children with special educational needs and/or disabilities participate fully and thrive.
Children become deeply absorbed in activities. For example, babies use spoons to pick up
coloured spaghetti and transfer it to bowls, helping them learn how to feed themselves.
Children across the setting show a strong interest in books, choosing to look at them
independently, with staff or in groups. Staff read with great expression, and children eagerly
join in, remembering repeated phrases from familiar stories. Children feel safe and develop

Inspector:
Lynne Pope
About this setting
Unique reference number (URN): 319181
Address:
Freeman Hospital, Freeman Road
High Heaton
NEWCASTLE UPON TYNE
NE7 7DN
Type: Childcare on non-domestic premises
positive relationships with staff and each other. Staff help them learn how to share resources
and manage their feelings. For instance, children sing a welcome song and share how they
are feeling that day. Younger children learn about emotions through stories and singing.
Staff provide meaningful opportunities for children to join in, build confidence and
experience success at their own pace, supporting their growing independence. Leaders help
parents understand that regular attendance supports children's emotional security, learning
and progress.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of disadvantaged children,
those with special educational needs and/or disabilities, those who are known (or
previously known) to children's social care and those who may face other barriers to their
learning and/or wellbeing.
About this inspection
The inspector spoke with leaders, staff, parents and children during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Registration date: 30/11/1999
Registered person: The Newcastle upon Tyne Hospitals NHS Foundation Trust
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30
Local authority: Newcastle upon Tyne
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 20 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
88
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention

The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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