The Old School Nursery

The Old School Nursery The Old School, Bersted Street, Bognor Regis, West Sussex, PO22 9QE

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Inspection date

Previous inspection date 04/11/2013 28/02/2011

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early years provision

This inspection: 2 Previous inspection: 2 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 benefit from their time at the nursery and enjoy their learning, progressing well in the play environments provided by staff.  A very good partnership between the staff and the parents ensures key information is shared between them. This helps the staff to meet children's individual needs.  The children are welcomed into a warm, friendly setting, where they are valued and included, so are ready to learn.  Adults are good at getting down to the children's height when talking to them. They use good strategies to encourage children to listen to what they are saying. This enables children to develop good relationships and listening skills.  Staff ensure children can freely choose from a range of different activities to keep them interested and stimulated.

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It is not yet outstanding because

 Some staff miss opportunities to skilfully question children during some planned activities, which means they do not always extend their learning as well as possible.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 voluntary and compulsory parts 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 discussed the format of the inspection on arrival.

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Inspection activities

 The inspector observed activities in the indoor and the outside learning environments.

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Inspection activities

 The inspector looked at children's assessment records and sampled other documentation.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

The Old School Nursery is privately owned and opened under its current registration in 2004. It operates from one large hall and one smaller adjoining room in an old school building in the South Bersted area of Bognor Regis, West Sussex. Children have access to an enclosed outdoor play area. The nursery is open Monday to Friday from 9.15am to 12.30pm and Thursdays and Friday afternoons from 12.30pm to 3.45pm during school term times. There are currently 32 children aged from two years to under five years on roll. Children are able to attend for a variety of sessions. The nursery receives funding to provide early education for children aged two, three and four years. The setting supports children with special educational needs and/or disabilities and also children learning English as an additional language. The setting is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. The nursery

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Information about the setting

employs seven members of staff, of these, six hold appropriate childcare qualifications.

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

 use discussion and useful questions further to encourage children to think and extend their learning.

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who attend

Children enjoy their time at the nursery. The staff create a challenging and stimulating environment, where the atmosphere is positive and encouraging. Children take pleasure in their learning and achieve well in relation to their starting points, due to the good teaching methods used by the staff. The environment provides children with good opportunities to choose their play materials and follow their individual learning styles. Children are confident and keen to join in with the activities. They are developing warm relationships with each other and staff. During creative play, they are able to experiment with the texture of chalks and enjoy painting and gluing activities. Staff make observations of the children, and from these they identify the next steps needed in learning for each child. Staff use good systems for assessment and planning and ensure activities and learning experiences fully support children's interests and the next steps in their learning. Staff

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who attend

have a good understanding of the seven areas of learning and how children learn. They ensure that a range of resources available to the children help them make good progress in their learning. Staff support younger children well by staff and become confident in their daily routines. Staff successfully recognise the uniqueness of each child and support each one to make good progress in their learning and development. Staff use very good teaching methods overall. They sit at the children's level, use eye contact, listen and respond to what the children say and most ask useful questions. Children's mathematical skills are developing well. They talk about shape and size when playing with the wooden blocks. They are learning to count confidently during their play, as they count how many cars they have lined up, or count with a member of staff how many fingers they have on each hand when drawing around them. Children become

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who attend

aware that written words have meaning as adults sit and read books with them, which promotes their early reading skills well. Some children are beginning to recognise their written names, reading the name labels that are in use in the setting. Children's vocabulary is promoted well as staff make good use of opportunities to help children develop their language. They reinforce words with the children and provide alternative words to extend the children's vocabulary. They develop good communication skills and chat happily to both one another and to adults. However, there are some occasions when some staff lack confidence in using effective questions to extend children's learning as well as they might. Adults are good at getting down to the children's height when talking to them. They gain eye contact with the children before talking and encourage children to listen to what is being said. This contributes to the building of good relationships and

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who attend

A very good partnership with parents ensures children's individual needs are met. Parents complete an 'All about me' sheet when the child starts at the setting, and are kept well informed about their child's progress. Parents are encouraged to contribute to their children's 'Learning journal' progress records and are encouraged to share children's progress in their learning and development made at home. The nursery have implemented the required progress check for children aged two years, and all documentation is in place and shared with parents.

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

Children are secure and safe in the nursery and feel a sense of belonging, fostered by consistent care from staff. A very good key person system is in place. This enables children to develop trusting relationships and to help children to be ready for the next stages in their learning. Children are happy and confident as staff are sensitive to children's individual needs. Parents have good links with their child's key person. Parents' and children's views and preferences are used to develop and enhance the provision. Children behave very well, they are learning to share and take turns and play well together. Staff are good role models and effective behaviour management systems ensure children know right from wrong. Children have discussions on how actions have consequences. For example, they talk with staff about what will happen if they do not tidy the toys off the floor and know that they may fall over them or break them. Staff calmly

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

support children in learning how to keep themselves safe. They reinforce the need for children to walk indoors and not run in case they hurt someone. Children are developing relationships with each other and interact well together throughout the setting. They know what is expected of them and are confident to make their own choices and decisions. Their learning and growing understanding of the world around them, prepares them well for future life. Children are learning about good hygiene practices and healthy lifestyles. Staff encourage the children in good hygiene routines. They discuss why it is important to wash hands before eating and after using the toilet. The pre-school provides a variety of healthy and nutritious snacks, and drinks are available throughout the session. Children have daily use of an outside play area and daily physical exercise is included in the planning. Children enjoy the outdoor play opportunities; they can climb, balance, run and jump. Children are

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

energetic and manoeuvre themselves with good levels of capability. Staff help the children to have a smooth start when they first join the setting. Good relationships have developed with the local primary schools to ensure the children also have a successful move into school.

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provision

Parents and children are welcomed into a warm and friendly setting. Good arrangements for safeguarding children are in place. Staff undertake training and have a thorough understanding of safeguarding procedures. Clear procedures are in place for recruitment and vetting of staff, which helps ensure all adults working with children are suitable to do so. Children are supervised well. All staff take responsibility, and use thorough risk assessments to ensure children's health and safety within the building as well as outside.

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provision

One of the settings strengths is how well the staff team work together. The owners and manager have high aspirations for quality and regular meetings with staff ensure that information is shared and that all are included in the decision making. This enhances their practice and has a positive impact on the children. A comprehensive range of policies and procedures help ensure that children's welfare needs are met and this includes a thorough safeguarding policy, which is well implemented. Children are provided with an inclusive environment and learn about valuing each other's differences and the setting promotes equality and diversity well. Children with special educational needs and English as an additional language are well supported by staff. Good self-evaluation systems are in place for the staff to reflect on their practice and prioritise any areas for improvement. Parents, staff and children are all able to contribute to the process. Plans for future improvement

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provision

include making sure that children's assessment folders are kept up to date and shared with those parents who do not always come into the setting.

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provision

Information is displayed around the setting so that parents and children can feel a good sense of belonging. The partnership between parents and the nursery is very good. They are kept informed of the variety of activities their children experience and the progress they are making. Staff take the time each day to talk to parents about their child's session. Parents are very supportive of the staff and appreciate the care and education their child receives. Partnerships with other settings the children attend are very good, which helps to provide children with continuity of care and learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary 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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY281596 Local authority West Sussex Inspection number 940859

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 26 Number of children on roll 32 Name of provider The Old School Nursery Ltd Date of previous inspection 28/02/2011 Telephone number 01243 867019

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Type of provision

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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

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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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