Rocking Horse Nursery (Southport) Limited

Rocking Horse Nursery (Southport) Limited 35 Norwood Avenue, Southport, PR9 7EQ

p.1

Inspection date

Previous inspection date 3 June 2016 16 November 2011

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The owner is committed to providing a quality service for children. Self-evaluation is accurate and she ensures any plans for improvement are communicated effectively to the staff. Staff enthusiastically respond to her vision and have contributed to the creation of a lively learning environment that promotes children's care and development.  Staff have a wide range of qualifications and experience, and teaching is good. Children's learning across all seven areas of learning is supported through a good mix of independently chosen and fun adult-led activities. Assessment for children's learning is, in the main, implemented consistently and shared with parents.  The key-person system is very effective. The care provided by staff is sensitive and very responsive to the needs of the individual child. This gentle approach helps children to quickly develop strong bonds, feel safe and be confident participants in nursery life.

p.1

This provision is good

 Children's behaviour is good. Staff support them well to be polite and consider the needs of their peers. Children seek each other to join in play and they share equipment and take turns with good grace.

p.1

It is not yet outstanding because:

 Overall, staff promote children's language for speaking well. However, on occasions staff miss chances to extend children's speech during planned activities, and sometimes children are rushed to answer before they have had sufficient time to respond.  Staff do not make best use of their otherwise good partnerships with parents when they complete their regular summary of children's progress.

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

 support the staff to gain an even greater awareness of how to make the most of opportunities that develop children's language and speaking skills as opportunities occur  strengthen the ways parents are involved with the staff's regular assessments of children's progress, so that their opinions, experiences and insights provide an even more rounded view of the child.

p.2

Inspection activities

 Prior to the inspection, the inspector viewed the nursery's last report, its self-evaluation document and information held by Ofsted.  The inspector viewed activities in the four playrooms and in the outdoor play area. He observed teaching and interactions between the staff and children.  The inspector interacted with children and spoke to staff at appropriate times throughout the inspection. He also took account of the views of parents spoken to on the day and also by telephone.  The inspector held meetings with the owner, who is also the manager, and the deputy manager. He also carried out a joint observation with the deputy manager.  The inspector looked at children's registration records and planning documentation. He checked the evidence of the qualifications and suitability of staff working in the nursery and looked at a range of other pertinent documentation, including planning application

p.2

Inspection activities

approval and procedures for outings.  The inspector checked staff's first-aid qualifications and their deployment.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. Recruitment and vetting are robust and procedures for outings and the use of mobile phones are compliant with requirements. Staff throughout the nursery are aware of the procedures for reporting concerns or allegations. The nursery is well organised and the owner has ensured that an effective system for staff supervision and development is implemented. Staff attend plenty of relevant training which facilitates the ongoing improvement of their teaching. The owner monitors securely the staff's assessments for children's progress. She uses this information to develop action plans for improvement to improve the quality of learning further. Staff work closely with parents and other professionals to support children's unique care and learning needs. Parents speak highly of staff and the care they provide. In particular they describe a key strength of the nursery as the family feel and friendly, welcoming atmosphere.

p.3

Quality of teaching, learning and assessment is good

Children are making good progress. The playrooms are thoughtfully organised to extend children's ideas and provide opportunities to explore what they like, know and can do. Pre- school children practise their writing skills as they play in the cafe. Two-year-old children spontaneously use words like squishy to describe the dough as they fold and manipulate it. Activities are well matched to children's interests and abilities. Older babies mix sand and water. Younger babies are well supported to develop their exploratory and social skills. Staff sit with them to help them handle books and roll a ball back and forth. Staff count along with the children as they learn to stack the wooden blocks to make a tower.

p.3

Personal development, behaviour and welfare are good

Children enjoy close contact with their key person. They are highly confident and readily join in activities. Pre-school children explain the importance of hygiene procedures and why they like the food they are eating. Planting and growing of seeds in the garden is helping them understand about the need to care for and nurture living things. Two-year- old children demonstrate an understanding of keeping safe. For example, they wear an oven glove in their role play and explain that the pan is hot. Staff support children's self- esteem and motivation to learn as they praise and encourage their efforts and achievements. Children who speak English as an additional language are supported well as staff work very closely with parents so they can respond to children more effectively. There is a suitable range of toys, books and other resources, representative of today's society and modern Britain, to help extend the children's awareness of families and beliefs

p.3

Outcomes for children are good

The staff nurture children's confidence and exploratory natures very well. Babies are keen to explore tactile materials and toddlers eagerly use water to make marks or paint to create pictures. Two-year-old children show how they balance on one leg, explaining they are doing ballet. This well-organised environment and the encouraging adults help prepare children well for their next stage of their learning. Pre-school children delight in linking and naming letters such as S for snake as they begin to develop their early reading skills.

p.3

Setting details

Unique reference number EY248043 Local authority Sefton Inspection number 855897 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 32 Number of children on roll 54 Name of registered person Rocking Horse Nursery (Southport) Limited

p.4

reference number

Date of previous inspection 16 November 2011 Telephone number 01704 231023

p.4

reference number

Rocking Horse Nursery (Southport) Limited was registered in 2002. The nursery employs eight members of childcare staff. Of these, one holds qualified teacher status and another has early years professional status. The remaining six staff have appropriate early years qualifications at level 3 or 5. The nursery opens Monday to Friday, 51 weeks of the year with the exception of bank holidays. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

reference number

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

reference number

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

reference number

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5