Chatterbox Nursery

Chatterbox Nursery The Ashcombe School, Ashcombe Road, Dorking, Surrey, RH4 1LY

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Inspection date

Previous inspection date 6 October 2015 10 February 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Outstanding 1

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This provision is good

 The leadership team and staff are passionate and motivated to deliver a high-quality provision for children. The manager provides staff with good supervision to help them develop their professional skills. The manager has a positive approach to monitoring and embraces reflective practice to identify areas for continuous improvements.  All children are extremely confident and settle exceptionally well into the nursery. Staff build excellent relationships with the children, who form close attachments with them. Staff are highly effective in promoting children's well-being. They quickly become independent learners and staff prepare them exceptionally well for school.  The quality of teaching across the nursery is very good. Staff plan good learning experiences for children. As a result, children are happy, confident and motivated to join in and learn.  Staff work very well with other professionals and involve parents in the assessment of

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This provision is good

their children's learning. Children requiring additional help receive effective support so they all make good progress from their starting points.

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It is not yet outstanding because:

 Staff do not consistently provide opportunities for children to practise writing for a purpose.  Staff do not use everyday activities for children who prefer to learn outdoors to extend their mathematical understanding of number, shape and colour.

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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

 strengthen children's early literacy skills by helping them to write for a purpose  develop children's mathematical skills to strengthen their understanding of number, shape and colour during everyday activities, especially for those children that prefer to learn outdoors.

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Inspection activities

 The inspector had a tour of the premises with the manager.  The inspector took account of parents' views.  The inspector spoke to members of staff and children during the inspection; held a meeting with the manager and the governors; and sampled some key documentation.  The inspector carried out a joint observation with the manager.  The inspector observed children's play, and sampled their development records.

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Effectiveness of the leadership and management is good

The leadership team has a good understanding of their roles and responsibilities. Safeguarding is effective. Leaders and all staff have high regard for children's safety. Staff receive training to help them recognise signs that indicate children may be at risk of harm. They understand how to report any concerns to protect children's welfare. The manager encourages staff to reflect on teaching methods and identify training to help develop their professional skills. The manager works well with parents and other professionals and uses their ideas to help make improvements. For example, the garden now includes natural play resources for younger children, which has provided additional experiences for them to explore and investigate. Leaders monitor children's development and assess the learning provision. The manager uses the information to help staff identify and address any gaps in children's learning to ensure they all make good progress.

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Quality of teaching, learning and assessment is good

Staff plan a good range of play and learning experiences. Staff use their assessments of children's achievements to plan challenging activities for individual children. Children have good opportunities to explore and investigate. For example, older children solve problems as they decide how things work to build towers and bridges. Whereas, younger children enjoy using their imaginations as they use props to support role play in the home corner. Staff promote children's communication and language development well. They read children stories, and introduce new vocabulary as they talk to children about their play.

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Personal development, behaviour and welfare are outstanding

The key-person system is exceptional and ensures all children have a dedicated key person throughout their time at the nursery. Staff promote children's well-being extremely well; they receive outstanding support and quickly become confident and independent learners. Two-year-old children have excellent opportunities to play alongside older children that enrich their learning experiences. For example, older children help younger children to use toys by showing them how they work. Staff help children to learn about taking turns and sharing. Children are extremely polite, treat each other with respect, and understand and consider how other's feel. They have excellent opportunities to be physically active and to learn how to play safely. For instance, staff support children when they are more adventurous, so they learn to balance carefully on beams and run up and down small hills.

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Outcomes for children are good

All children, including those who have special educational needs, make good progress in their learning from their starting points. They make choices about their play and are eager to learn. Younger children settle in quickly and older children learn a good range of skills that prepare them well for future learning.

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Setting details

Unique reference number 122660 Local authority Surrey Inspection number 840423 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 15 Number of children on roll 19 Name of provider The Ashcombe School Governing Body Date of previous inspection 10 February 2011 Telephone number 01306 742050

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Setting details

The Chatterbox Nursery registered in 1994. It is managed by the Ashcombe Trust and is located within a building on the grounds of Ashcombe School, Dorking. There are seven staff; of these, six hold early years qualifications at level 3. The nursery opens from 8.30am until 4.30pm, Monday to Friday, term time only. The nursery receives funding for free early education for children aged two.

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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

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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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