Newbridge Day Nursery

Newbridge Day Nursery Maesbury Hall Mill, Newbridge, Oswestry, Shropshire, SY10 8BB

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Inspection date

Previous inspection date 26 April 2016 20 August 2015

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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

 Effective and motivated leadership over the last year, involving good action planning, evaluation and critical analysis of the provision, has resulted in key improvements to the quality of care, safeguarding and teaching at the setting.  Teaching is good. The well-qualified and experienced staff ably support children's good learning and development. Consequently, most children are on track to achieve a good level of development at the end of Reception.  Leaders closely monitor the progress of individuals and groups of children. The gaps in learning between boys and girls are closing; and disadvantaged children are catching up with their peers over time.  Staff plan transitions well to support children’s seamless move within the nursery and on to school. Children are ready for school by the time they leave the setting.  Parents express high levels of satisfaction with the care and attention their children

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This provision is good

receive at the nursery. They describe staff as being loving and affectionate in the care of their children.

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It is not yet outstanding because:

 Boys do not make as much progress in their speaking and writing as girls do.  At times, next steps in learning recorded in the children's learning journeys do not provide enough information to help parents to support fully their children's learning at home.

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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

 ensure that the targeted support for boys closes any remaining gaps in their learning in respect of speaking and writing  improve the information about next steps in learning journeys to better inform parents of how they can support their child’s progress at home.

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Inspection activities

 The inspector reviewed the improvements that leaders have made since the last inspection and their plans for future improvement.  The inspector observed children during a range of play and learning activities in the designated play areas, including outdoors. They carried out a joint observation with the manager.  The inspector held meetings with the leaders, staff and designated individuals.  The inspector looked at a range of documentation including children's learning journals and the adult's planning of children's learning and development activities.  The inspector checked evidence of the suitability of all staff working at the premises and the professional qualifications and training of leaders and staff. The inspector took account of the views of parents and those of children spoken to on the day.  The inspector took account of the views of parents and those of children spoken to on the day.

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Inspection activities

 The inspector explored the safeguarding arrangements, the security of the premises and how effectively the leaders have identified and taken steps to minimise any potential risks.

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Inspector

Deborah Jane Udakis, Her Majesty's Inspector

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Effectiveness of the leadership and management is good

The arrangements to safeguard children are effective. Leaders and staff are confident in their safeguarding roles. They know how to make a referral, who to report their concerns to, and what neglect looks like. Leaders use team meetings and in-house training events well to improve staff’s safeguarding practice. Performance management arrangements are robust. Leaders effectively monitor the ongoing suitability of staff. They support staff well through professional supervision and monitoring of their practice. Staff provide a safe and welcoming setting where children's welfare is their top priority. Parents say that staff keep them well informed about their child’s care and learning. However, information about the next steps in the child’s learning could be clearer for parents.

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Quality of teaching, learning and assessment is good

Staff’s observations and tracking of children's learning and development and progress is detailed and accurate. They effectively use their observations and knowledge of the children to plan a good range of interesting activities that excite the children's interests across all areas of learning. For instance, boys’ speaking and writing is encouraged during hands on experiences such as the mud kitchen where they make marks and explore the texture of the mud. Children have good opportunities to express their imaginations and ideas at circle time and during art and craft activities. Daily outdoor play supports children’s good physical development. Staff support babies’ good development through the use of interactive treasure baskets and a wide range of sensory play provision.

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Personal development, behaviour and welfare are good

Staff support children well to build their positive self-esteem and confidence. They sensitively attend to the children's emotional needs and develop close relationships with the children and their parents. Children behave well. For instance, in pre-school, when getting ready to go outside, they helped each other to put their coats on. Children develop a good understanding of good hygiene. For instance, when a child in the Toddler room blew his nose he found the sanitiser gel, and asked an adult to help him apply the gel to his hands. All children, including babies and those with special educational needs and disabilities, receive individual support from staff who focus effectively on ensuring every child has their needs well met. Children attend when they should and they arrive each day eager to learn with their friends.

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Outcomes for children are good

Two-year-old children are becoming increasingly physically confident and able. They ride on two-wheeled motorcycles with confidence. They swerve around objects and use their feet to come to a sudden stop. Pre-school children understand sequencing and number as they learn the days of the week and the months of the year. For instance, when asked what date is it today, a child said ‘it is 26; it was 25 (yesterday) and today is 26’. They use a number grid to count out the number of days in the month, up to 26 and are able to count beyond this. Many children make typical progress and increasingly more make good progress from their starting points. Most have skills and abilities typical for their age and are on track to achieve a good level of development at the end of the foundation stage.

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Setting details

Unique reference number EY404537 Local authority Shropshire Inspection number 1032513 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 8 Total number of places 70 Number of children on roll 97 Name of provider June Irene Jones Date of previous inspection 20 August 2015 Telephone number 01691 670206

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Setting details

Newbridge Day Nursery was registered in 2009 on the Early Years Register and the compulsory part of the Childcare Register. It operates from a purpose built building in Newbridge, Oswestry. The nursery employs 15 members of childcare staff. Of these, one has an appropriate qualification at level 5; two are qualified to level 4; nine have a relevant childcare qualification at level 3 and one has a level 2 qualification. A further two members of staff are unqualified. The nursery is open Monday to Friday, from 7.30am to 6pm, all year round. There are currently 97 children on roll.

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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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