Hawes Side Nursery

Hawes Side Nursery Hawes Side Primary School, Pedders Lane, BLACKPOOL, FY4 3HZ

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Inspection date

Previous inspection date 17 June 2016 28 June 2013

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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

 Managers and leaders aspire to improve. They have made significant changes to their practice and provision since their last inspection. Robust performance management, constructive partnerships and detailed improvement plans are very clearly focused on helping to ensure that children have access to good quality care and learning.  Children are welcomed into a very calm and relaxed environment. Key persons know their children's needs and respond well. This helps to foster children's emotional well- being so that they form close attachments and feel happy, settled and assured.  The well-qualified staff team works together very well. They draw upon each other's strengths through opportunities, such as peer observations and staff meetings, to create a diverse team. Staff show commitment to continued improvement, regularly enhancing their knowledge and skills, in order to provide good quality teaching.

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This provision is good

 Children are inspired to play, learn and develop in an environment that is appealing and well resourced. The good organisation of daily routines enables children to leave their creations and return to them later, providing time for them to follow their own play themes to extend their skills.  Partnerships with parents are good. Effective strategies keep parents informed of their children's learning and progress. Termly reviews, homework packs and informative newsletters offer a wide range of opportunities to help parents extend their children's learning at home.

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It is not yet outstanding because:

 On occasions, staff do not model language most effectively to help younger children develop their breadth of vocabulary more rapidly.  Staff do not provide enough opportunities for children to actively learn about their local community.

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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

 model language more precisely and help younger children to develop their breadth of vocabulary more rapidly  extend the range of opportunities for children to actively learn about their local community.

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Inspection activities

 The inspector had a tour of the nursery.  The inspector observed children in each age range, both indoors and outside.  The inspector held discussions with the area manager, the manager, a school family support worker, a local authority advisor, the staff and children throughout the inspection.  The inspector examined a range of documents. This included, evidence of the suitability of staff, a record of staff qualifications and training, policies and procedures, health and safety records, the provider's self-evaluation documents and children's learning files.  The inspector conducted a joint observation with the manager during a planned activity in the pre-school room.  The inspector took account of the views from parents spoken to on the day of inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Regular training and informative display boards contribute towards staff having a good understanding of the procedures to follow to protect a child's welfare. Recruitment procedures are robust. Staff are deployed well and respond swiftly to any accidents that occur. Accident records are regularly scrutinised to establish any trends and risk assessments are promptly reviewed to help ensure that any identified risks to children are effectively minimised. Managers and leaders invest in staff. Effective support measures, such as mentors, help new staff to develop confidence and competence in their role before they adopt new responsibilities, such as a key group. Children's progress is monitored at all levels. Effective tracking analysis helps to identify any emerging gaps, which are quickly acted upon. For example, focused training has been sought and areas of play enhanced to quickly close the gaps identified in children's mathematical skills.

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Quality of teaching, learning and assessment is good

Staff use observation and assessment well to plan activities that reflect children's needs and interests and help them make good progress. Babies keenly engage in role play and attempt to connect parts of objects that fit together, such as a teapot and lid. Staff promote early relationships. They encourage babies to link up with others to engage in experiences, such as dancing, to help them develop good physical skills. Younger children learn to construct with confidence when using natural materials, such as bamboo tubes. They show competence and control when pouring stones from one tube to another. Staff advance older children's early mathematical skills in preparation for their move on to school. They engage children in meaningful and challenging activities that help them to recognise numerals, count in order and to identify numbers that match.

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Personal development, behaviour and welfare are good

Staff act as good role models. They use effective strategies, such as reward boards and Wow slips, to recognise and celebrate good behaviour. This helps all children to adopt a positive ethos towards others. Children show a desire to complete tasks independently, such as when washing their hands and serving their own lunch. Staff provide a good range of activities to promote children's good health. For example, they eagerly engage in their weekly football and gymnastics sessions and learn about the effects that exercise has on their body. Close partnerships with the host school help to ensure children are prepared for their move. For example, children from year six come into the nursery each week to read to children to help them become more familiar with children in school.

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Outcomes for children are good

All children make good progress. Babies are confident and assured to explore their environment freely. They show interest in others' play, developing good social skills from an early age. Older children develop great levels of independence. They confidently adopt customs and routines that will become a part of their everyday life at school. Children show interest in one another and are keen to share their experiences. This contributes towards children respecting difference and accepting that everyone is unique. This prepares children well for their next stages in learning, including school.

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Setting details

Unique reference number EY362182 Local authority Blackpool Inspection number 1028667 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 52 Number of children on roll 102 Name of registered person Sarah Louise Sloane

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reference number

Date of previous inspection 28 June 2013 Telephone number 01253 839397

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reference number

Hawes Side Nursery was registered in 2007. The nursery employs 17 members of childcare staff. Of these, 13 hold appropriate early years qualifications at level 2 or above. The nursery opens from Monday to Friday, for 51 weeks of the year. Sessions are from 7.30am until 6pm. 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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