Haltwhistle Little Star

Haltwhistle Little Star Woodhead Lane, Haltwhistle, Northumberland, NE49 9DP

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Inspection date

Previous inspection date 6 May 2015 7 August 2009

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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

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This inspection: Good 2

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

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This inspection: Good 2

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

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The quality of teaching is good. Staff use good questioning techniques to support and challenge children. Consequently, children are making good progress, given their individual starting points and abilities.  The well-embedded key-person system helps all children to form secure emotional attachments, as staff skilfully support them in their play. Consequently, children are very well prepared for their move, both across the nursery and into school.  Children are protected from harm because the management and staff understand, and effectively meet, all the safeguarding and welfare requirements.  Partnerships with parents, other professionals and the settings children attend, are strong. They play a key part in how staff plan strategies and interventions to support children's unique individual needs.  The management team are passionate about the nursery and demonstrate a constant drive to improve outcomes for children. They provide a strong leadership for an

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This provision is good

effective team of highly qualified and enthusiastic staff members.

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It is not yet outstanding because:

 Opportunities to enrich children's experiences, by using real household objects and natural materials in the home corner, are not used to maximum effect.  Mealtime routines are variable and, at times, children's independence is less supported through everyday opportunities, to further promote their self-help skills.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 enrich children's creativity and imagination, for example, by adding real household objects and natural materials into the home corner  enhance children's independent skills during all mealtimes to ensure continuity of self- help skills.

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Inspection activities

 The inspector completed a tour of the premises.  The inspector observed children playing in the baby room, toddler room, pre-school room and outside.  The inspector held discussions with the manager, staff and children throughout the inspection.  The inspector conducted a joint observation with the manager.  The inspector took account of the views of parents who were spoken to on the day of the inspection, and from information included in the nursery's own parent survey.  The inspector looked at children's assessment records, planning documentation and systems for the monitoring of children's progress.  The inspector checked evidence of the suitability and qualifications of staff working with children, the policies and procedures for the nursery and the documented self- evaluation systems that support the service.

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who attend. This is good

Staff use their good knowledge of the Early Years Foundation Stage to plan a wide range of exciting learning opportunities for children. These meet their interest, therefore, children are motivated, inquisitive and enthusiastic to learn. The communication skills of children are well supported. Staff model good language and effectively introduce new vocabulary and words. Children practise early writing skills, counting, letters and sounds. Staff provide daily opportunities for children to participate in group activities. This helps children learn to sit and listen carefully, and to play cooperatively, which is good preparation for their future learning. Children enjoy sensory experiences while playing with different textured materials, such as oats in the sand tray. They receive lots of praise and encouragement to celebrate their efforts. Consequently, children begin to feel more confident to explore and try new things.

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good

Children play in an inclusive learning environment. However, their independence is not consistently promoted, especially during their routines. During snack times, children are more restless, as there are fewer opportunities to help themselves. However, at lunchtime, children are given more responsibility to help and be independent. They set the table, serve themselves and tidy away afterwards. Children manage their personal hygiene well and know that they need to wash their hands before eating. The outdoor play area provides excellent opportunities for fresh air and exercise. Children practise their balancing and climbing skills, push and ride wheeled toys, climb steps and use a slide. The indoor environment is stimulating and inviting, however, there are opportunities to enrich some play areas, such as the home corner, with real household objects and natural materials children see at home. Staff are efficient in supporting children's social skills. Children learn

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good

to share, take turns and be kind to each other. Challenging behaviour is dealt with sensitively, so that children realise the consequences of their actions.

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provision is good

The management and staff team demonstrate a good understanding of their responsibilities to safeguard children. They implement a range of policies and procedures to support the efficient operation of the nursery. Supervision systems are in place to support staff's ongoing professional development and good practice. Staff are highly qualified, and use training and evaluation of the nursery provision effectively, to make improvements. This has a positive impact on children's learning. The observation, assessment and tracking of children's progress are good and shows clearly how well all children are progressing, in relation to their starting points. There are good partnerships in place with parents, other settings and other professionals. These partnerships support children well, as information about their individual needs is regularly shared. Staff work closely with receiving schools to ensure that children are prepared well for their future

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Setting details

Unique reference number EY278887 Local authority Northumberland Inspection number 856200 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 50 Number of children on roll 118 Name of provider Haltwhistle Little-Star Pre-School Ltd Date of previous inspection 7 August 2009 Telephone number 01434 322233

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Setting details

Haltwhistle Little Star was registered in 2004. The nursery is open each weekday from 7.30am to 6pm, for 50 weeks of the year. The nursery receives funding for the provision of free early education two-, three- and four-year-old children. In total, nine staff work at the nursery, eight of whom hold relevant qualifications, including both managers who hold Early Years Professional status.

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Setting details

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

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.

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Setting details

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Setting details

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

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