Sawtry Day Nursery

Sawtry Day Nursery Sawtry Village Academy, Fen Lane, Sawtry, Huntingdon, Cambridgeshire, PE28 5TQ

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Inspection date

Previous inspection date 16 June 2016 27 May 2011

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This inspection: Outstanding 1

Effectiveness of the leadership and management Outstanding 1

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This inspection: Outstanding 1

Quality of teaching, learning and assessment Outstanding 1

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This inspection: Outstanding 1

Personal development, behaviour and welfare Outstanding 1

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This provision is outstanding

 The highly experienced nursery manager has led the setting for a very long time. She is an exceptionally reflective practitioner, who is extremely knowledgeable about child development and has an excellent overview of the nursery, staff practice and quality of teaching.  Leaders and managers work extremely well with other professionals and provide high levels of support for the children and families who need it most. Children who have special educational needs or disability are fully included and valued.  Exceptional priority is given to children's personal, social and emotional development. Consequently, they make rapid progress in their learning and establish a strong sense of emotional and social well-being.  Partnerships with parents are outstanding. Families enthuse about the high-quality service their children receive. Home visits are employed to establish children's starting points. Therefore, parents are completely involved in their children's learning from the

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This provision is outstanding

very beginning.  Staff are highly responsive to the needs of all children. As a result, children flourish in the nursery. They are highly inquisitive and self-motivated learners. For example, children meander through the willow tunnel with their binoculars and self-made bird catchers in search of specific birds.  The nursery has established strong links with the community and participates in local events, such as the carnival. Local members of the community are invited to share their experiences with the children. For example, the children thoroughly enjoyed a visit from a footballer, acquiring ball-control skills and learning new techniques.

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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

 monitor precisely the use of information gained from assessments to evaluate the impact of effective teaching in sustaining high levels of achievement.

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Inspection activities

 The inspector had a tour of the premises.  The inspector observed the children's play and planned activities, both indoors and outside.  The inspector carried out a joint observation with the manager.  The inspector viewed a range of policies, planning and children's assessment records.  The inspector checked the evidence of the suitability and qualifications of staff working with children and discussed the nursery's self-evaluation.  The inspector took into account the views of the children, parents and staff spoken to on the day of inspection.

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Effectiveness of the leadership and management is outstanding

The manager recognises that the development of staff's knowledge and skills is critical for continuous improvement. Leaders are highly proactive in reviewing the quality of their provision. For example, the manager recognises the value of strengthening the monitoring systems. Leaders astutely evaluate the impact of staff practice through supervision meetings. The training staff attend is carefully targeted to improve outcomes for children. The arrangements for safeguarding are effective. Rigorous recruitment and selection procedures ensure that staff are safe and suitable to work with children. Children's welfare and well-being are prioritised. The numbers of staff are often increased to provide exceptional support for children who have special educational needs.

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Quality of teaching, learning and assessment is outstanding

Staff intuitively interact with children in their play and employ skilful questions, such as, 'I wonder if?' and, 'What do you think?' This enables children to develop their thinking and problem-solving skills. The pre-school children eagerly participate in planned activities, such as a lotto game, to promote their listening and attention skills. Children confidently boast, 'I've got the most' and, 'I only need two more to win,' demonstrating their impressive mathematical abilities. Staff invite children to make scientific discoveries as they investigate the properties of ice. Children test their ideas and make predictions, increasing their knowledge that water can be a liquid and a solid. Staff competently use an extensive range of resources to aid children's communication. For example, babies and toddlers use sign language alongside spoken language to help the development of speech. Staff consistently praise and value children's efforts. This builds children's confidence and

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Quality of teaching, learning and assessment is outstanding

motivation to persist at challenging activities.

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Personal development, behaviour and welfare are outstanding

The key-person system is effective. Children form close relationships with the staff. For example, during a mini-beast hunt, the children excitedly run over to a member of staff to celebrate their findings. There are high expectations for behaviour. Staff support children to share and take turns. Children independently serve themselves during mealtimes and engage in rich conversations. As a result, they develop exceptional social skills. The highly stimulating outdoor environment gives ample opportunities for children to be active. Children challenge their physical skills using a variety of bikes and trikes. Children grow their own vegetables, which enables them to learn about growth, decay and change over time. Children's health and welfare are very positively promoted.

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Outcomes for children are outstanding

Children make excellent progress in this all-inclusive environment. Children who have special educational needs are provided with sharply focused support to ensure any gaps in development are narrowing. Children are intrinsically motivated and enjoy initiating challenges for themselves. They show high levels of concentration and involvement and are exceptionally well prepared for the next stage in their learning.

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Setting details

Unique reference number 221580 Local authority Cambridgeshire Inspection number 854585 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 0 - 5 Total number of places 38 Number of children on roll 68 Name of registered person Sawtry Day Nursery Ltd

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reference number

Date of previous inspection 27 May 2011 Telephone number 01487 832501

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reference number

Sawtry Day Nursery was registered in 1993. The nursery operates from premises in the grounds of Sawtry Community College. The nursery is open all year round from 7.45am until 6pm, Monday to Friday. It employs 15 members of childcare staff. Of these, one holds a qualification at level 5 and 13 hold a qualification at level 3. The manager holds a qualification at level 4. The nursery supports children who have special educational needs or disability. The nursery provides funded early education for two-, three-and four-year- old children.

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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.

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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.

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reference number

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reference number

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reference number

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

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