Nynehead Under 5s

Nynehead Under 5s Old Nynehead Primary School, Nynehead, Wellington, TA21 0BL

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Inspection date

Previous inspection date 15 January 2016 Not applicable

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Although children make steady progress in their learning, there are inconsistencies in the accuracy and frequency of assessments across the nursery, including the completion of the required progress check for two-year-old children. The staff and manager do not monitor children's progress effectively from their starting points and identify any gaps in learning to influence future planning.  Staff do not always encourage older children to focus their attention, concentrate and listen, to help them develop skills for future learning and in preparation for school.  The new manager is working hard to improve practice and outcomes for children. She has identified some areas for improvement, such as the outdoor environment; however, she does not consistently include the views of staff and has not taken prompt action to address breaches in requirements.  Staff do not always gather as much information as possible about what children are

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This provision requires improvement. It is not yet good because:

learning at home, to help them plan activities that match children's needs more closely.

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It has the following strengths

 Children benefit from the positive interactions with the friendly staff, who know them well, and have formed strong attachments.  Children benefit from staff's strong focus on maintaining their health and safety at all times.  Children are keen to attend. They make choices about their play and behave well.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 improve assessment arrangements and the monitoring of children's progress from their starting points, to close gaps quickly and plan more challenging activities that focus on children's individual learning needs 14/02/2016

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Due Date

 complete a progress check for children between the ages of two and three years, to identify any areas where their progress is less than expected, and share this with parents. 14/02/2016

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Due Date

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

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Due Date

 encourage children to be involved, concentrate and listen during daily activities to help prepare them further for their next steps in learning  develop the systems further for evaluating the provision, to include all staff, and promptly address weaknesses in the quality of the provision  extend information gathered from parents about children's learning at home, to improve the planning of activities further.

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Inspection activities

 The inspector observed staff interactions while children played inside and outside.  The inspector completed a joint observation with the manager.  The inspector held discussions at convenient times during the inspection with the manager, staff, parents, children and committee members.  The inspector sampled a range of documentation, including children's assessment records, the provision's self-evaluation, and policies and procedures.

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Effectiveness of the leadership and management requires improvement

The manager has begun to review the quality of the provision to identify and address some areas of weakness, and monitor the educational programme and the assessment arrangements more effectively. However, weaknesses in the assessment arrangements limit how successfully staff extend children's learning and progress. Safeguarding is effective. The manager and staff have a good understanding of their responsibility to report any child protection concerns to appropriate authorities. There are good recruitment and induction arrangements to ensure staff are appropriately vetted and suitable for their role. The management team identifies staff training needs and provides appropriate support when needed. There are sound partnerships with other agencies to provide a continuous approach to children's care, learning and development; however, systems to work with parents are not as effective.

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Quality of teaching, learning and assessment requires improvement

Staff provide children with a range of experiences in a well-organised learning environment. Staff's positive interactions help children play and learn, although they do not always support them well enough during group activities to concentrate and listen. Staff's assessment of children's progress is not up to date and they do not always challenge children sufficiently to focus on their individual learning needs. Younger children test their ideas well. For example, they negotiate space and speed appropriately when in the ride-on cars. They assess risk well as they reverse up and descend a ramp. Children build strong friendships and take it in turns to push each other in the car.

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Personal development, behaviour and welfare are good

Children have good opportunities to learn about people and communities. They benefit from outdoor activities to develop their curiosity and help them explore nature. Training in this area has increased staff's confidence in developing children's good understanding of how to keep themselves safe when outdoors. Staff use children's interests effectively to encourage cooperative play during role play, preparing them for working with others when they move to school. Staff are respectful of children's needs. They give children plenty of time to answer questions and invite them into group activities. Children learn good independent skills at snack time to do things for themselves. Children show sustained interest in tasks and are self-motivated. For example, they persevere to dress a doll, showing an understanding of care routines in their imaginative play.

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Outcomes for children require improvement

Children gain some skills in preparation for their future learning; however, the weaknesses in assessment and planning do not extend these further, so staff can help children make good progress across all areas of their learning.

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Setting details

Unique reference number EY470536 Local authority Somerset Inspection number 976297 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 36 Number of children on roll 38 Name of provider Nynehead Under 5s Pre-School Date of previous inspection Not applicable Telephone number 01823664365

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Setting details

Nynehead Under 5s is a committee run group. It re-registered in 2014 at its present site in the village of Nynehead near Wellington, Somerset. The setting is open each weekday from 7.30am to 6pm term time only. They receive funding to provide free early education for children age two, three and four years. The setting supports disabled children and those who have special educational needs. The committee employs six members of staff and two administrators to support the team. The manager holds an early years qualification at level 3 and is supported by four staff who hold early years qualifications at level 3 and one member of staff who has an early years qualification at level 2.

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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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