Park Day Nursery & Pre-School Ltd

Park Day Nursery & Pre- School LTD Crofton Community Centre, Stubbington Lane, FAREHAM, Hampshire, PO14 2PP

p.1

Inspection date

Previous inspection date 17 June 2015 13 April 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 owner ensures the safe and smooth running of the nursery, with all requirements met well. Effective induction and supervision procedures mean that all adults have a clear understanding of their responsibilities to safeguard children.  All staff and parents are fully involved in the self-evaluation process, which the enthusiastic team use well to bring about continuous improvements for children and to maintain the nursery's good standards.  The strong focus on improving the professional development of staff has helped to raise the quality of teaching and, in particular, increase the boys' writing skills.  The well-established key-person system helps children to form very secure attachments with a designated member of staff. This promotes children's well-being effectively and provides a strong base for their learning.  Staff work successfully with parents, other early years providers and outside agencies

p.1

This provision is good

involved in children's care and learning to meet children's individual needs effectively.  Staff use their observations and assessments of children well to help them plan activities that encourage their natural curiosity to learn indoors and in the garden. The learning environment is well organised, so children can be independent in their play.

p.1

It is not yet outstanding because:

 Staff working in the Tweenies room do not always use opportunities for children to develop their early reading skills in readiness for the next stages in their learning.  Staff working in the pre-school room do not always have the highest expectations of what children can learn to do for themselves to become even more independent.

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

 keep a careful check on how well staff plan to extend children's literacy skills in the Tweenies room  make the most of all opportunities to promote further children's independence in the pre-school room, for example, at mealtimes.

p.2

Inspection activities

 The inspector observed staff and how they interact with children during play and learning activities, and how the routines and activities meet children's needs.  The inspector had discussions with the owner, deputy managers and staff, and with children and parents to gain their views of the nursery.  The inspector undertook joint observations with each of the two deputy managers, as the manager was not present at the inspection.  The inspector sampled a range of documentation including staff's and children's records, assessment and planning documents, and safeguarding procedures.  The inspector discussed the nursery's self-evaluation and how staff use the action plans to bring about continuous improvement.

p.2

who attend. This is good

Staff provide a good balance of adult-led activities and those that children do by themselves. This means that children enjoy what they do and gain the skills they need now and for their future. Staff have a good knowledge of how children learn. They interact skilfully with children so that they all develop high levels of communication skills. Children are confident speakers. Staff helped babies and young children to develop control of their bodies as they explored paint. Staff said words, which children repeated, showing they understood, and which increased their vocabularies. In the Tweenies room, children confidently selected paper and pens and drew pictures, which increased their coordination and early writing skills. Staff skilfully stepped in and played alongside children who were building towers with bricks. They encouraged children to count the bricks, used language to increase their understanding of height and encouraged them to try again when the

p.3

who attend. This is good

tower fell down. This promoted children's mathematical skills well and encouraged them to persevere. In the pre-school room, children, including many boys, showed very good literacy skills as they wrote words and knew letters and their sounds. Staff adapt activities to challenge each child effectively. For example, they provided a variety of shapes and lines on paper for children to practise their scissor skills. Staff encouraged children to talk about the shapes, such as the number of sides a square has, and to find objects in the room that were the same shape, to consolidate their learning.

p.3

good

Staff support children effectively when they move to the next room, so that they become familiar with the new staff and routines. Parents report they appreciate staff working with them to support their children's behaviour and encouraging them to eat healthily. This provides continuity for children, which helps them learn. Staff meet children's physical needs well and help them to manage their personal care in readiness for the next stage in their learning. Staff in the pre-school do not always promote independence effectively at mealtimes.

p.3

provision is good

The effective management structure in the nursery means the quality of practice in each of the rooms is regularly monitored. The manager and deputies regularly check children's progress to ensure the educational programmes meet their needs. In doing this, they highlighted weaknesses in early writing skills. Improvements to the writing materials provided and where children can access them, such as outdoors, have markedly increased literacy skills.

p.3

Setting details

Unique reference number EY358986 Local authority Hampshire Inspection number 835408 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 57 Number of children on roll 86 Name of provider Park Day Nursery Ltd Date of previous inspection 13 April 2011 Telephone number 01329 668686

p.4

Setting details

Park Day Nursery & Pre-School registered in 1990. The nursery operates from rooms within the Crofton Community Centre in Stubbington, in Fareham, Hampshire. The nursery opens weekdays from 7.30am until 6pm throughout the year except for one week over Christmas and all public holidays. The nursery receives funding for the provision of free early education for children aged two, three and four years old. Out-of-school care operates from 7.30am until 9am and from 3.15pm until 6pm during term time, and from 7.30am until 6pm during all school holidays, except for one week over Christmas and all public holidays. There are 13 members of staff employed to work with the children, including the owner and the manager. Of these, two hold relevant early years qualifications at Level 5, and 10 hold recognised early years qualifications at Level 3.

p.4

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.

p.4

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.

p.4

Setting details

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

Setting details

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

p.5