Robjohn Nursery School

Robjohn Nursery School Robjohn Nursery, Robjohn Hall, School Lane, Narborough, LEICESTER, LE19 2GS

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Inspection date

Previous inspection date 30 October 2015 17 November 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 Good 2

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This provision is good

 Staff have a good understanding of the individual needs of the children. They observe, assess and plan for each child, taking account of their interests and the information gathered from parents.  Children enter a welcoming and stimulating environment. Resources capture children's interests and they settle quickly into their chosen activity.  Children's personal, social and emotional development is supported well. They learn to negotiate through play, to share and take turns. Children receive lots of praise and encouragement, and behaviour is good.  Leadership and management are effective in evaluating practice. Since the last inspection, the manager and staff have reflected on their own practice and taken account of the views of parents. This, alongside the support of the local authority advisory team, has enabled them to identify areas for development and make improvements.  Partnerships between parents and staff are strong. Parents speak highly of the care

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This provision is good

their children receive and have regular opportunities to share information about their child's learning and development at home.

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It is not yet outstanding because:

 Existing partnerships with other early years providers are not sufficiently developed to complement children's learning to fully maximise the progress they make.

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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 partnership working with other early years settings, so that children fully benefit from a shared understanding and common approach to complementing and supporting their progress.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector looked at a selection of children's records and planning documentation.  The inspector completed a joint observation with the nursery manager.  The inspector held a meeting with the nursery manager and looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The management and staff are well qualified and have a good understanding of the Early Years Foundation Stage. Since the last inspection, the manager has implemented a clear process for the supervision and appraisal of staff. Peer observations have been introduced and staff have undertaken professional development to enhance their knowledge and skills. The arrangements for safeguarding are effective. Recruitment, selection and vetting procedures for staff are thorough. Records reflect the ongoing professional development of all staff. Relationships with parents are strong. The manager and staff actively seek the views of parents. These are used to clearly identify particular strengths in practice and areas for development. Newsletters inform parents of any changes, forthcoming events and ideas for supporting their child's learning at home. The nursery has made some links with other early years settings where children attend.

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Quality of teaching, learning and assessment is good

Children enter a vibrant and welcoming environment. Staff use their knowledge of the children, their interests and learning needs to provide a wide variety of resources and activities that immediately captures their interest. Staff complete detailed observations and assessments of children, and evaluate and plan for the next steps in their learning. Staff encourage children's communication skills well. They have developed their own practice of asking children questions, giving them time to think and formulate their reply before they respond. Children explore their senses through a variety of materials and experiences. They search for different objects in jelly, scoop, mould and build with sand and use paint to make marks. Children are encouraged to link letters and sounds and older children register their attendance at nursery using their name cards. A wealth of role-play resources reflect familiar experiences for children. They enjoy using dough to make cakes

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Quality of teaching, learning and assessment is good

and different food for their friends and staff, and recall the times they have made cakes at home.

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Personal development, behaviour and welfare are good

Staff value children as unique individuals and gather key information from parents during their gradual introduction into the nursery. Clear relationships develop between staff, children and their parents. This supports continuity in their care and development. Children enjoy spending time outdoors in the local community. They explore the natural world during walks in the local area. Snack times are successfully used to promote the children's social development and good manners. Children behave well. Staff encourage and support children to negotiate through play. Children spend time outdoors in the fresh air. They use a variety of resources and equipment, developing their confidence, coordination and balance.

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Outcomes for children are good

All children make good progress in relation to their starting points. They are supported by staff to develop their all-round skills in preparation for the move to school. Children are learning to be independent in their personal care. They enjoy being active and spend time outdoors building their physical skills.

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Setting details

Unique reference number EY464751 Local authority Leicestershire Inspection number 999316 Type of provision Sessional provision Day care type Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 60 Number of children on roll 52 Name of provider Linda Joan Wenlock Date of previous inspection 17 November 2014 Telephone number 07793154810

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Setting details

Robjohn Nursery School was re-registered in 2013. The nursery employs 12 members of childcare staff, all of whom hold appropriate early years qualifications. The nursery opens from Monday to Friday, term time only. Sessions are from 8.50am until 12 noon. The nursery provides funded early education for three- and four-year-old children. It supports disabled children and those with special educational needs.

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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

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