Henshaw Nursery

Henshaw Nursery Henshaw First School, Henshaw, HEXHAM, Northumberland, NE47 7EP

p.1

Inspection date

Previous inspection date 23 February 2015 4 October 2011

p.1

This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The quality of teaching is good and staff provide a broad range of interesting and challenging activities for children, which supports them to make good progress in their learning.  Staff support children well to develop early language and communication skills and their physical, personal, social and emotional development. As a result, all children are motivated and enthusiastic learners.  Effective partnerships between staff, parents and other professionals ensure that children's needs are quickly identified and met well. Staff encourage parents to be involved in all aspects of their child's development and continue learning at home.  Children have good opportunities to make safe and independent choices. They learn to keep themselves and others safe. They behave well and are becoming increasingly responsible.  The management team are reflective and drive improvement well. They demonstrate a strong commitment to promoting high-quality provision. Staff are qualified and have

p.1

This provision is good

good knowledge of the Early Years Foundation Stage. They attend regular training, which has resulted in a positive impact on the learning experiences they offer for children.

p.1

It is not yet outstanding because:

 Occasionally, children's interest is not highly stimulated during group time activities because staff do not consistently offer children high levels of support and interaction.  The performance management system is not yet rigorous enough to ensure that the good standard of teaching is raised even higher so that children benefit from even more highly stimulating and motivating learning experiences.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 review the organisation of group time activities so that staff are able to consistently offer children high levels of support and interaction, in order to ensure that children's interest is highly stimulated  extend systems for performance management to promote even higher levels of quality of teaching, for example, by further developing peer-on-peer observations; so that children continually benefit from even more highly stimulating learning experiences.

p.2

Inspection activities

 The inspector observed activities in the indoor and outdoor learning environment.  The inspector spoke to the provider, staff and children throughout the inspection, when appropriate.  The inspector carried out a joint observation with the manager.  The inspector took account of the views of parents spoken to on the day of the inspection and from written comments in the provider's own survey.  The inspector looked at children's records, planning documentation, and a range of other documentation, including policies and procedures.  The inspector checked evidence of staff qualifications, evidence of their suitability to work with children and the provider's evidence of self-evaluation.

p.2

who attend. This is good

Children are happy and enthusiastic learners. They are eager to be involved in activities and explore their environment. They benefit from positive interactions with staff, who accurately identify children's skills and plan for the next steps in their learning and development effectively. As a result, children make good progress given their starting points. Children are motivated to learn as they freely help themselves to resources available to them. For example, staff encourage children to use their problem-solving skills as they work cooperatively to complete jigsaw puzzles. However, sometimes during group time activities, children's interest is less focused because staff do not consistently offer children high levels of support and interaction. As a result, children are not always fully engaged in their learning. Children are supported well in their communication skills as staff model effective use of language for thinking and questioning. Children are very confident

p.3

who attend. This is good

with their physical abilities and have a wide range of activities to develop these skills further and provide challenge. For example, children practise their balancing skills as they help each other to walk along planks outside. Staff recognise the importance of working in partnership and keep parents well informed about their child's learning. Guidance from professionals involved with children who have special educational needs and/or disabilities is used well to inform their individual planning. This helps key persons ensure that all children make good progress given their starting points.

p.3

good

Flexible settling-in procedures enable children to form secure attachments with their key person. This supports children's well-being and, in turn, has a positive impact on their learning. Staff are fully aware of the importance of meeting children's individual needs. This helps children to feel safe, secure and confident to explore. Children learn to develop an awareness of health and safety through the daily routines, discussions and activities. Children behave in ways that are safe for themselves. For example, they brush up spilled sand from the floor to prevent children slipping. Children's behaviour is good. Staff are good role models to children, frequently offering praise and calmly establishing expectations. Children are emotionally prepared for the next stage in their learning and development. This is because staff support them in making the move on to school when the time comes.

p.3

provision is good

The management team demonstrates a secure knowledge of the learning and development requirements and how to keep children safe. The management team is committed to improving outcomes for children. However, the management team has not yet fully maximised the systems for performance management. There is scope to further raise the quality of teaching to an even higher level, so that children make the best possible progress. For example, by further developing peer-on-peer observations to enable staff to share their knowledge and expertise with each other.

p.3

Setting details

Unique reference number EY425242 Local authority Northumberland Inspection number 852573

p.4

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 24 Number of children on roll 29 Name of provider Henshaw Nursery Date of previous inspection 4 October 2011 Telephone number 01434 344 324

p.4

Type of provision

Henshaw Nursery was registered in 2011. It is situated on the site of Henshaw First School. The nursery employs five members of childcare staff. Of these, all hold appropriate early years qualifications at level three and above. The nursery opens from Monday to Friday during term time. Sessions are from 9am until 3pm, Monday to Thursday and 9am until 1pm on Friday. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

Type of provision

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.

p.4

Type of provision

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

p.4

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’.

p.5

Type of provision

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

p.5