Flying Start Nursery and Preschool

Flying Start Nursery and Pre- School Gloucester House, Market Place, FAIRFORD, Gloucestershire, GL7 4AB

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Inspection date

Previous inspection date 07/11/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children have positive, warm relationships with their key person, as a result they are happy, confident, and secure in the setting.  Staff are enthusiastic and highly motivated to provide good quality child care.  The staff understand and meet the safeguarding and welfare requirements well.  There are very positive partnerships with both parents, carers and other early years professionals; detailed information is regularly shared between them. This helps parents and carers feel fully involved in all aspects of their child's care.

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It is not yet outstanding because

 Staff do not always make the most of meal times to develop children's awareness of how to count purposefully, match numbers to quantities and develop independence in practical skills, such as handling tools.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the children at play in all the playrooms and garden.  The inspector spoke to the children, staff and manager.

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Inspection activities

 The inspector took into account the views of parents and carers who were spoken to on the day.  The inspector sampled the nursery's documentation.

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Information about the setting

Flying Start Nursery School is situated in the centre of Fairford, Gloucestershire. It opened in 2007 and re-registered in 2010 under new management. It serves the local and surrounding areas. Children have access to three playrooms, a dining room and an enclosed garden area. There are currently 55 children on roll all of whom are in the early years age range. The nursery provides care for funded two, three-and-four-year-old children. The nursery supports children who learn English as an additional language and those who have special educational needs and/or disabilities. The nursery is registered on the Early Years Register and the compulsory part of the Childcare Register. The nursery is open each weekday from 7.30am to 6pm throughout the year, excluding the Christmas week and bank holidays. The nursery employs 14 members of staff, including a cook and a cleaner. Currently 11 members of staff hold early years qualifications at level 3 and one

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Information about the setting

member of staff is working towards achieving a level 3 early years qualification. The nursery employs a qualified teacher who also holds Early Years Professional Status qualification.

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To further improve the quality of the early years provision the provider should:

 extend opportunities for children to develop their independence, learn to count purposefully and match numeral and quantity correctly, through routine activities, such as encouraging children to lay the table and serve themselves at mealtimes.

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who attend

Children are happy, confident and demonstrate they feel secure in the environment. Staff provide a wide range of activities that effectively promote children's learning and development. They assess children's development well and are aware of their responsibilities in completing progress checks for children aged two years. As a result, children are progressing well relative to their starting points. Children's personal, social and emotional development is supported well, children are beginning to learn about sharing, and taking turns. They are able to manage situations independently. For example, they remind one another of the need to share resources, such as dividing the play dough fairly. Children are polite and use 'please' and 'thank you' with little or no prompting from staff. Interactions between staff and children are good. Staff speak constantly to the children asking open questions to help them think and problem solve.

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who attend

Children are encouraged to count confidently and during circle time are beginning to recognise numbers. For example, children chose names for their pet fish. As there were more names than fish, staff devised a simple voting system. With the help of the staff, children made a chart to see how many children wanted a certain name. The staff clearly explained the number for each name and that one had more than the other did. Children's independence is promoted well at meal times and children are able to confidently pour their own drinks. They understand about not pouring too much into their cup and leaving enough for other children. However, staffdo not maximise on chances to develop children's understanding to match numbers to quantity during this routine activity.

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who attend

Children enjoy looking at books alone and together with the staff or their key person. Young children sit happily with their key person who is good at making sure all children have a turn to turn at opening the flaps on the book. They all enjoy this. Staff speak clearly to children as they play and this helps children to develop their communication and language skills. Babies and younger children take part in a wide range of activities appropriate for their age. For example, staff use treasure baskets effectively to help children explore natural materials. Children are well behaved and demonstrate that they understand the rules of the setting. Staff offer praise and encouragement as children achieve and this helps to build children's confidence and self-esteem. Children are prepared well for their next stage of learning. Carefully planned visits to the next room helps the younger children settle quickly with a new key person. The pre-school children

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who attend

are prepared well for their transition to school through well-planned activities. Parents are encouraged to share information about their child's routines, likes and dislikes with the staff before their child starts at the setting. Parents and staff regularly share information about their child's learning and development through verbal communication and the sharing of learning journals.

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The contribution of the early years provision to the well-being of children

Children are supported effectively in their physical and emotional well-being. There is a highly effective key person system in place. This ensures that young children have settled quickly into the surroundings. Key persons are sensitive to children's needs and recognise when they need to rest or need reassurance with cuddles. Children demonstrate they feel comfortable with their key person. All staff have a calm, caring approach towards the children and this results in them settling quickly in their surroundings. Staff provide an interesting and challenging range of activities for children, which results in them being active keen learners. Staff complete observations on the children and use these to plan for children's next stage of learning.

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The contribution of the early years provision to the well-being of children

Children have regular access to the outside space and although this is a small area, it is used effectively to help children explore the outdoors. Children have opportunities to explore the local area with trips to nearby parks. The youngest children are able to play both inside and outside when they choose, as the door is open for the majority of the day. Children enjoy climbing, running, riding bicycles and exploring the outside space. Staff are quick to alert children to danger and help them keep safe. For example, when children start to walk along a wooden beam, staff remind them that it could be slippery because it is wet and to walk slowly so they do not fall off.

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The contribution of the early years provision to the well-being of children

Children are beginning to learn about personal hygiene procedures. They are encouraged to wash their hands before eating and after using the toilet. Staff ensure they wipe babies' hands before they eat. There are good nappy changing procedures in place. Staff consistently wear plastic aprons, gloves and clean the mat after changing each child to help prevent the spread of infection. Children are encouraged to pour their own drinks during snack and mealtimes. Staff put out small jugs with water and milk so children can pour their own drink easily. This develops their independence; however, staff tend to put the food on plates already cut up for the children. This means that the more able children are not given the opportunity to serve themselves or try to use their cutlery correctly.

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provision

Staff are highly motivated to provide good quality childcare. They are supported well by both the manager and the owner of the setting. Detailed recruitment and induction procedures ensure that all staff are checked for their suitably to work with children. Regular staff appraisals ensure training needs are clearly identified and addressed. This means that staff are continually kept up to date and informed. Both staff and management have been involved in completing an evaluation of the practice. Accurate completion of this means areas to improve have been clearly identified to benefit children in the future. Staff work well together, are enthusiastic and obviously enjoy being with the children.

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provision

Staff demonstrate they have a good understanding about their responsibilities to meet the safeguarding and welfare requirements. Clear policies and procedures help to ensure staff are consistent and work together to keep children safe. Staff are clear about the procedures to follow if they have any concerns about children in their care. Staff are working hard to develop their knowledge of the Early Years Foundation Stage. As a result they know the children well, enabling them to identify those who require extra support in their overall development.

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provision

There is a good partnership with parents. Detailed information is shared with them through easy access to policies and procedures. Detailed notice boards around the setting inform parents about the recent changes to how children are observed and assessed. Regular monthly newsletters keep parents informed about recent events in the nursery. Parents have regular opportunities to share information with their child's key person. This includes looking at their child's learning journals, parents evenings and individual meetings when necessary. Parents and carers speak highly of the setting, the quality of care provided and the caring staff. Both parents and carers are fully aware of their child's key person and who they need to speak to if they have any concerns. Partnerships with other professionals and other settings children attend are good. Staff share information regularly with them, to enable all adults to contribute positively to children's learning and

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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.

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Setting details

Unique reference number EY417791 Local authority Gloucestershire Inspection number 727532 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 45 Number of children on roll 55 Name of provider Flying Start Nursery Limited Date of previous inspection Not applicable Telephone number 01285711711

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Setting details

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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