Building Blocks Kindergarten

Building Blocks Kindergarten Exeter Street, Bourne, Lincs, PE10 9NS

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Inspection date

Previous inspection date 27 May 2015 21 July 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

 Staff have high expectations and challenge children through stimulating and fun experiences. Children show high levels of engagement, acquire good skills to support their future education and make good progress.  Staff make meaningful observations of children's learning and development. Assessment of their progress is accurate, timely and shared regularly with parents to promote a shared approach to learning.  Staff are friendly, caring and approachable. They establish strong attachments with the children who are confident, and demonstrate they feel safe and secure.  Staff establish good settling-in procedures to support children when they start. They ensure children's emotional well-being is supported at times of change, such as when they move on to the next stage in their education, including when they move to school.  The manager is passionate in her leadership to ensure all children achieve their best

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This provision is good

potential. She has an excellent understanding of the Early Years Foundation Stage requirements.  Arrangements for safeguarding are very strong. Staff have a firm understanding of their role to protect children from harm and the procedures to follow should they have any concerns. Rigorous systems are in place to ensure the suitability of adults working with children.

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It is not yet outstanding because:

 Staff do not always support older children to think more deeply to develop their knowledge and imagination or to work out solutions to problems for themselves.

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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

 maximise everyday opportunities to extend older children's learning, for example, by developing conversations with children further, to inspire their curiosity and deep thinking, to ignite their imagination and to support them to work out problems for themselves.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning, both inside and outdoors, and conducted a joint observation with the nursery manager.  The inspector held a meeting with the nursery manager.  The inspector spoke to staff and the children at appropriate times during the inspection.  The inspector took account of the views of parents spoken to on the day.  The inspector checked evidence of the suitability and qualifications of staff working with children, and reviewed the nursery's evidence of self-evaluation.  The inspector looked at children's learning records, planning and assessment records, and a range of documentation, including a sample of policies and procedures.

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who attend. This is good

Enthusiastic and highly focused staff use their experience and good knowledge of how children learn and develop to engage them in purposeful play. The quality of teaching is good and at times, outstanding. Children are highly focused as they discover the different textures of flour and sand. Staff support children's growing vocabulary by describing the textures, and encourage them to touch and feel them. However, sometimes, staff miss opportunities to extend children's learning to the highest level. When children describe the rail track they are building as an 'oblong', staff do not ask questions to confirm what they know or extend their mathematical vocabulary further. Older children are beginning to write their names. Staff use knowledge from targeted training to support younger children's communication and language skills to good effect. They do not rush children to answer because they understand the time children need to process speech. Consequently,

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who attend. This is good

they make very good progress and are becoming confident talkers. Staff learn key words and phrases in different languages to support children who speak English as an additional language. Consequently, all children make good progress given their starting points and capabilities, including children with special educational needs and/or disabilities.

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good

Children's behaviour is very good. Staff are excellent role models and are consistent in supporting children to understand what is expected of them. Older children are beginning to form friendships and play well together. Children are encouraged to develop independence in play and in their personal hygiene routines. The spacious and richly resourced environment enables children to choose their activities inside and outdoors. Staff talk with children about the benefits of healthy foods and exercise. Children develop an understanding of the effects of physical exercise on their bodies. They enjoy nutritionally balanced food, prepared each day on site. Care routines are sensitively met.

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provision is good

The inspirational manager is deeply committed to equipping her staff with the skills and professional qualifications to improve practice. She is highly reflective and uses effective tools to review how practice supports all children to make good and better progress. There is a clear plan for professional development, which balances staff's individual interests with targeted nursery training needs to support continued improvement. She has clear systems in place to ensure observations and assessments of children's progress are accurate and used effectively to develop their experiences and progress further. This also enables her to review how well practice supports groups of children, such as those who attend less frequently. Partnerships with other professionals are extremely successful in supporting individual children's specific needs. Parents' contributions to their children's learning journey and to the nursery's improvement plans are highly valued. Parents spoken to

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provision is good

comment they are very happy with their child's experience and the support they receive.

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Setting details

Unique reference number 260013 Local authority Lincolnshire Inspection number 867164 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 104 Number of children on roll 207 Name of provider Suzanne Claire Reece Hamshere Date of previous inspection 21 July 2009 Telephone number 01778 422221

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Setting details

Building Blocks Kindergarten was registered in 2000. The nursery employs 21 members of childcare staff. Of these, 18 hold relevant early years qualifications at level 2 and above. The manager holds Early Years Professional status. The nursery opens from Monday to Friday all year round, except for bank holidays and one week at Christmas. Sessions are from 7.30am to 6pm. The nursery provides funded early education for two-, three- and four-year-old children. The nursery supports children who speak English as an additional language and those with special educational needs and/or disabilities.

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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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