Piglets Day Nursery

Piglets Day Nursery Pylands Lane, Bursledon, Southampton, Hampshire, SO31 1BH

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Inspection date

Previous inspection date 10/04/2014 13/01/2009

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early years provision

This inspection: 1 Previous inspection: 3 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Managers monitor the delivery of the educational programmes, planning and assessment rigorously. As a result, children's needs are quickly identified and well met through high quality teaching and timely interventions.  Children benefit from strong partnerships between home and nursery. Relationships are secure, trusting and warm because they are given the utmost priority.  Detailed development plans target the nursery's priorities and identify challenging goals for improvement. Leadership is inspirational, managers have a strong drive to raise achievement for all children and staff are committed to sustaining high quality teaching and care practices.  Robust arrangements are in place for safeguarding children, including child protection procedures and robust systems of risk assessment within the nursery and in the highly exciting outdoor spaces.

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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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Inspection activities

 The inspector observed a wide range of activities across all areas of the nursery and talked with staff and children about what they were doing.

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Inspection activities

 The inspector reviewed documents and procedures relating to safeguarding, staffing, supervision, risk assessment, equal opportunities and health and safety, and checked a selection of other policies.

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Inspection activities

 The inspector sampled a range of children's records, the nursery's systems for planning, evaluation and exchanging information with parents and external professionals.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and reviewed written communication from parents.

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Inspection activities

 The inspector met with the leadership team and conducted a joint observation with the manager.

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Information about the setting

Piglets Day Nursery is privately owned and registered in 1998. It is registered on the Early Years Register. The nursery is located in the Bursledon area of Southampton and serves families from the surrounding villages. The nursery operates from a private dwelling that has been extensively developed. Baby, toddler and pre-school rooms each link with enclosed outdoor play areas. All ages share access to large garden area including woodland and fruit trees.

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Information about the setting

The nursery is open each weekday from 7.30am to 6pm for 51 weeks of the year. Children may attend for a variety of sessions, full-time or part-time. There are currently has 85 children on roll all of whom are in the early years age range. The nursery welcomes children with special educational needs and/or disabilities and children who speak English as an additional language. The nursery is in receipt of funding for the provision of early education for three- and four-year-old children.

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Information about the setting

The nursery employs 19 staff including the owner, manager, deputy and two cooks. With the exception of a trainee, all of the education team hold relevant early years qualifications at level 3 or above; one member of staff holds a degree in Childhood Studies.

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

 develop opportunities for children to plant, nurture and harvest living things so they may enjoy and discover nature routinely in the enclosed area near the nursery.

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who attend

Diligent, well-trained and highly caring staff ensure children make excellent progress in their learning and development at this family-centred nursery. Parents report they are attracted to the setting by the warm family atmosphere in this cheerful extended family home. Staff work closely with parents from the start of their children's journey through the nursery. Together, they establish children's care routines, and note their achievements, needs and preferences. This results in consistency of practice and expectations between home and nursery and helps children settle in smoothly. Each child's key person also uses this baseline information to plan and deliver activities that engage and interest children from the start. Even the youngest children explore their own interests as they choose from the diverse and exciting range of resources that are within their reach. When children tire or seek further ideas and challenges, observant staff have a next step in mind and are

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who attend

ready to present it. They inspire children to investigate, question, try again or think of another strategy. Rather than step in with a final accomplishment, staff nurture children to work things out for themselves. By guiding children to think through how they do things, staff show children that the process is as important as the final product. Children therefore become effective learners, developing curiosity, persistence, and the ability to adapt and think creatively. Such high quality teaching ensures children make excellent progress across all areas of their learning and development.

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who attend

Staff are constantly evaluating their practice and raising the quality of the education programmes they deliver for children of all ages. Following training in use of the Early Childhood Environment Rating Scale, staff have swept through each area of the nursery with improvements. Cosy corners in each part of the nursery include a broad range of fiction and non-fiction books, which attract small groups of children throughout the day. Staff in all areas follow children's interests, share a quiet time, read a story or look up a relevant picture. Books open up children's discovery of different cultures, lifestyles and languages around the world. They support children who are learning English as an additional language and other cultural initiatives across the nursery. Further improvements include an increase in range and use of musical instruments from around the world. Staff also teach children songs and dances from different nations. Children celebrate diversity

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who attend

and think about similarities between cultures. They learn about differences in spoken languages and festivities and are excited about the wider world.

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who attend

Children enjoy creating their own designs on large chalk-boards, painting easels or floor displays, both inside and outdoors. For example, staff provide a wide range of textiles and textures to support babies' sensory play, toddlers' weaving skills and pre-schoolers' ideas for collages. Babies clap in time to number songs, while toddlers chalk out numbers and shapes on their outdoor play surface. Older children tap out the number of copies and direction of paper as they photocopy activities to share with home. Despite time rationing, children become adept at choosing computer programs on classroom tablets. They listen to instructions and develop accuracy in manipulation as they match numbers and sort shapes on screen. This is a rich and rewarding learning environment as staff display an abundance of innovative ideas, which excite children's imaginations and desire to learn.

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who attend

Staff routinely observe and record both how children learn and what interests them. Armed with this knowledge, they tailor educational programmes to meet children's individual needs. Parents regularly see and add to children's learning journals. They work with staff to identify next steps in their children's learning and ideas for developing these skills at home and at nursery. Children's next steps in all areas of learning and development guide weekly planning and teaching that enriches the lives of every child on a continual basis. Half-termly reviews and progress checks mean that parents and staff are quick to identify when children excel or need more help in specific areas. Staff are then quick to extend or boost children's skills, or initiate intervention programmes to close gaps quickly. Consequently, all children make exceptionally good progress giving their starting points. Children are extremely well prepared for their next ventures at home, in

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who attend

their local community or in new schools.

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

Baby room staff are extremely adept at settling new little ones into the nursery. They work as a close team, with impressive and detailed logs of each child's expected care routine and actual sleep, toileting and feeding practice. All staff may therefore quickly and easily assess variations in children's routines and adapt accordingly. Specific guidance from parents is clear for the whole team to check and follow and highly informative daily logs are available for parents to see at the end of each session. Staff's practice across the suite of baby rooms is exemplary with children's behaviour clearly illustrating how safe, secure and happy they feel in the presence of staff. Parents commend staff for the detailed and informative learning journals, depicting and evaluating their children's exciting learning opportunities at the nursery. These reassure them of the quality and diversity of provision for their children and help them carry over some of the ideas to

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

home. Children thrive in the strong and trusting relationships they have with their key person who has a comprehensive understanding of their individual needs and their family's priorities for them.

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

The nursery provides a series of highly stimulating learning environments indoors and outdoors. Staff open the baby room doors on to a sunny veranda where children enthusiastically play 'peek-a-boo' in the playhouse, paint freely on an easel, enjoy water play and a small outdoor climbing frame. The toddler suite also opens directly on to an enclosed outdoor all weather play surface. Children have enough space to learn to ride small trikes, catch and throw balls, bean bags or master a larger climbing frame. Two further areas of enclosed artificial grass lead off the pre-school room. Consequently, all children enjoy the fresh air and are delighted to play outside for long periods at a time. The one drawback of artificial grass is that the variety of mini beast inhabiting it is limited. A redevelopment of the raised beds in a construction area will provide an opportunity for children to investigate living plants and mini beasts within an enclosed area. Children do,

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

however, experience a diverse range of nature at first hand when exploring the large garden and woodland areas.

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

Staff place the highest priority on keeping children safe and using everyday situations to talk about what they can do to keep themselves safe. For example, following a recent family open day, children recall the excitement of an Easter egg hunt in the large expanse of garden beyond their immediate play areas. Linking this with a current interest in pirates, children suggest a treasure hunt. Putting aside a planned activity, staff follow children's interests. They help children plan what they need, locate jewels (and some small chocolate eggs) and make treasure maps. Children negotiate and make up the rules of the game together. Staff ask children to remind each other why there are rules for outside and children talk about slippery paths, wet grass, falling over and grazing themselves. With great self-control, children walk down the path in pairs and wait at the bottom, despite the enticing grassy hill; they are keen to search for treasure. Parents also

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

appreciate this expanse of lawn with a muddy area to explore under some far trees, and adjacent woodland, which children have renamed 'the jungle'. Their children flourish in this beautiful, exciting mix of environments, where staff fill their day with variety and discovery. Children listen to safety instructions, behave well and respect their environment. They do so because they know it is rich in treasure and are learning that with the freedom of adventure comes responsibility.

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

Children also behave responsibly as they use more complex technology throughout the nursery. Older children routinely photocopy their ideas; treasure maps, shopping lists, train timetables and tickets to share with their friends or family. They have measured time on computer tablets where they work independently to create, for example, an imaginary birthday celebration. They mix cakes, choose the colour of icing, click and drag the appropriate number of candles or balloons required. Children are well prepared for their next steps in learning in the outside world and at school. During the time at the nursery staff ensure they make extensive progress towards the early learning goals. Staff also prepare children emotionally as they link in with local schools, explore school uniforms, routines and expectations. Staff work closely with all the local schools and specialist provision, carefully crafting moves for children with special educational needs and/or

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

disabilities well in advance. All children therefore make smooth moves to their next ventures, ready to adapt and excited, if a little apprehensive, about changes.

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provision

Leadership is inspirational. The nursery owners' drive to improve achievement for all children is clear not only in bricks and mortar, but also in their care and education of successive generations of local children. They continually strive for improvement, balancing care and nurturing, with a dynamic vision and high aspirations for the delivery of excellent educational programmes. The nursery manager has very high standards across all areas of the nursery and is exceptionally well supported by a dedicated and capable team of staff. The team constantly reflect on their practice, identify ways to improve it, set a timetable for doing so and rapidly work through their development plan. Children benefit directly from this energetic drive to move forward as their learning environments are transformed and staff raise the quality of their teaching.

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provision

All staff have an excellent understanding of their responsibility to meet the learning and development requirements of the Early Years Foundation Stage. All recommendations from the last inspection have been met to a very high standard. Senior management monitor the delivery of education programmes thoroughly and routinely moderate tracking and assessment of children's progress to ensure accuracy. Detailed analysis of children's individual progress and trends across the nursery, informs the routine planning and delivery of interesting activities. Highly effective professional networks and partnership working ensures children and their parents receive the necessary support from external services. This helps to ensure that early intervention strategies close gaps and reduce delays in children's learning and development. Consequently, children keep moving forward, stay with their peer groups, and family life is well supported.

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provision

The leadership team have a secure understanding of how to implement the safeguarding and welfare requirements of the Early Years Foundation Stage. The manager meticulously details and follows through systems for vetting, recruiting and inducting new staff. This helps to attract the most suitable candidates to work with young children. Regular staff supervisions and appraisals are astute, and targeted programmes of professional development ensure staff remain suitable and highly skilled carers. All staff routinely update their training in safeguarding children and know how to protect children appropriately. Staff meetings maintain a strong focus on sharing and reviewing policies and procedures to keep children safe and healthy. This ensures that keeping children safe and healthy is the highest priority for all staff at all times.

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provision

The nursery has clear and well-understood policy and procedures for assessing any risks to children's safety. Routine updates and daily records indicate excellent procedures for risk assessments in each area of the nursery. All staff have recently updated certification in first aid and fully equipped first aid kits on hand. All mandatory documentation for the safe management of the nursery and for sharing information with parents is in place and accurately maintained. Staff and children practise evacuation drills at different times of the day and week, so that all children know how to move to safety without being too upset. Staff work consistently to create an environment that is welcoming, safe and stimulating. A key factor in the nursery's success is strong team work inspired by sound and caring leadership. Their enthusiasm, professionalism and commitment to raising standards benefit all the children in their care.

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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 511331 Local authority Hampshire Inspection number 845672 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 52 Number of children on roll 85 Name of provider Piglets Day Nursery Ltd Date of previous inspection 13/01/2009 Telephone number 02380 406686

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Setting details

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

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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