Ponteland Private Nursery

Ponteland Private Nursery
Unique reference number (URN): 2507297
Address: 103 Cheviot View, Ponteland, Newcastle upon Tyne, Northumberland, NE20 9BH
Type: Childcare on non-domestic premises
Registered with Ofsted: 28/11/2018
Registers: EYR, CCR
Registered person: R & C Jackson Limited
Inspection report: 18 March 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
All children are well prepared for the next stage in their learning. Staff know all children well
and provide highly effective support, including for those children with special educational
needs and/or disabilities. This means all children make swift progress.
Children develop their communication skills because staff prioritise talking to them. Children
use words and vocabulary that they hear. Some of the youngest children are beginning to
repeat words and phrases from their favourite story, 'Stickman'. Older children use a wide
range of vocabulary when talking with each other and ask questions to help with their
understanding.
Children are well prepared for their move on to school and benefit from the consistent
support they receive as they transition between different settings. For example, children get
to meet their new teacher and go for short visits to their new setting.
Behaviour, attitudes and establishing routines Strong standard
Staff have very high expectations of children's behaviour. Children consistently behave well
because staff act as role models and treat them with kindness and respect. Routines are
well established and give children the confidence to explore and develop their independence
and thinking skills. Children have consistently positive attitudes towards their learning.
Children get on well and enjoy playing games together. They share, take turns and build
positive relationships with staff and their friends. Staff ensure that those children with special
educational needs and/or disabilities develop important personal, social and emotional skills
to help them connect with their friends. Staff actively adapt the environment to be inclusive
and support individual children to develop their skills in accessing the daily routine. For
example, they create spaces at mealtimes where children can enjoy their lunch in smaller
groups before being part of larger mealtime groups.
Leaders have a secure understanding of their responsibilities and monitor attendance
closely. They take a proactive approach to working with families to support them during
periods of absence, for example, when families are on holiday, visiting relatives or enjoying
religious and cultural celebrations. Leaders ensure that there is regular communication with
parents during periods of absence and offer ideas for how families can support their child
during these times.
Children's welfare and wellbeing Strong standard
Leaders have created a comprehensive approach to welcoming new children into the
setting. They have attended research-based training on children's attachment and anxiety.
This has led to a review of documentation and additional information is now gathered,
meaning staff have greater knowledge and understanding of individual children's needs.

Leaders have created robust policies and procedures regarding children's personal needs,
and staff consistently carry these out to a high standard. Staff actively encourage children to
be independent whenever they can. For example, they encourage older children to manage
their personal needs. Younger children wash their hands before meals.
Children develop their understanding of a healthy lifestyle through the activities and
experiences that staff plan. Younger children talk about healthy foods in the role-play area.
Older children take part in a range of exercises each day and talk about the effect this has
on their bodies, such as their heart beating fast and feeling hot.
Staff help children to learn about their emotions, and this helps them to get on well with each
other and form friendships.
Leaders seek advice from experts and work hard to review their menu in line with recent
government guidance. Leaders gather feedback from children and parents and share
favourite recipes, following parental requests. Leaders share this work with advisers from
the local authority and have plans to share this more widely.
Curriculum and teaching Strong standard
The curriculum at this nursery is exciting and builds upon children's interests. It is inclusive
and helps children develop an understanding of themselves and of the world around them.
Children learn about and help their friends celebrate festivals such as Chinese New Year
and Eid. They also send birthday cards to local care home residents.
Communication and language is a central part of the curriculum. Children of all ages enjoy
stories, books and songs as part of their everyday routine. Learning opportunities are based
on familiar and well-loved stories that appeal to children. Staff consistently demonstrate a
clear focus on developing children's language skills by modelling the use of vocabulary and
encouraging children to repeat and use this in their play.
Staff plan mathematical learning systematically to ensure children have secure knowledge
and understanding, and it is also embedded into the daily routine. Younger children hear and
use mathematics vocabulary in their play, such as big, little, and circle. Older children help
staff to count how many children there are each day.
Staff consistently model kindness and cooperation. As a result, children learn to get along
well with each other. Staff know children well and they skilfully support those children with
special educational needs and/or disabilities to help them build friendships.
Children engage in a wide range of activities to support and strengthen their physical skills,
such as throwing and kicking balls and using play dough tools.
Inclusion Strong standard
Leaders have created a highly inclusive culture across the setting. They are proactive in
making adaptations to ensure children are supported to achieve and succeed.

Leaders are knowledgeable about supporting children with special educational needs and/or
disabilities (SEND) and continuously seek out training opportunities to further develop their
knowledge. They ensure that staff have access to high quality training, which enables them
to support individual children effectively. For example, staff access training for Makaton,
which they have used to support the development of communication and language skills for
children with SEND.
Children's progress is closely tracked and staff work with leaders to monitor and adjust
support appropriately. Staff are knowledgeable about children with SEND. They consistently
and skilfully use children's interests as a way of working on identified targets. For example,
they incorporate dinosaurs into activities to engage and encourage children with SEND to
join an activity and begin to take part.
Leaders work tirelessly with parents and outside professionals to make sure that children
receive the support they need to succeed. Leaders use funding in effective ways to meet the
needs of individual children, such as one-to-one support, bespoke menus and adaptations
to the environment to ensure children with SEND are fully included in daily routines and
activities.
Leadership and governance Strong standard
Leaders create a culture of high expectations and professionalism. They work hard to
ensure that the setting is a great place to work. Leaders care about staff and work with them
to gather feedback and make positive changes. They ensure that staff have access to a
wide range of relevant training. For example, leaders identify specific training for working
with babies and to support the development of children's early phonics skills. Leaders
monitor this to ensure that it has a positive impact on children's learning.
Staff work collaboratively and learn from each other. Leaders ensure that all staff have time
to access and complete training during the working day.
Leaders consistently and effectively communicate with parents. Parents value the work that
leaders do to help their child to thrive. This is particularly evident for those children with
special educational needs and/or disabilities (SEND). Leaders work collaboratively with
outside professionals and parents to put effective strategies in place to support children with
SEND.
Leaders understand their responsibilities to ensure that activities and resources are safe
and suitable for children. Following a recent incident, leaders took swift and effective action
to review and update their risk assessment procedures and provided staff training, which
has strengthened practice.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children arrive eagerly at the setting and enjoy a wide range of activities that appeal to their
interests. They build positive, loving relationships with their key person, and this means that
they feel happy, safe and secure. Staff help children to get on well with each other and make
positive relationships with their friends. Children become independent learners. They
practise key skills such as putting on their own aprons and coats and setting the table ready
for lunch. Children say 'please' and 'thank you' and show consideration for others.
Children know about healthy lifestyles and enjoy active learning every day. Children talk
about their favourite healthy lunch and about which vegetables the food contains. They
enjoy the range of food included in the new menu and ask their parents to make their
favourites at home. Mealtimes are sociable and inclusive, where staff and children sit
together and talk with each other.
Staff encourage children to develop their physical skills each day. They ride on scooters,
dress up and enjoy pirate role play, where they work together to find the treasure.
Children are supported to develop their knowledge and understanding of the world around
them, and they show kindness and care towards their friends and others. Children listen to
staff and follow instructions. They enjoy helping to take responsibility for their environment
and count the resources as they tidy away to make sure there are none missing.
All children, including those with special educational needs, achieve well from their starting
points. They develop skills across all 7 areas of learning and are well prepared for the next

Inspector:
Vanessa Foster
About this setting
Unique reference number (URN): 2507297
Address:
103 Cheviot View
Ponteland
Newcastle upon Tyne
Northumberland
NE20 9BH
Type: Childcare on non-domestic premises
Registration date: 28/11/2018
stage of their learning and school.
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 children with special
educational needs and/or disabilities.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, children
and parents 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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

Registered person: R & C Jackson Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00
Local authority: Northumberland
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
100
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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