The Avenue Day Nursery Penton Mewsey

The Avenue Day Nursery Penton Mewsey The Stables, Chalkcroft Lane, Penton Mewsey, Andover, Hampshire, SP11 0RD

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Inspection date

Previous inspection date 31 August 2016 20 February 2014

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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

 Monitoring and supervision arrangements are not yet ensuring that the quality of teaching is consistently strong. Systems to observe, assess and track children's learning are not fully effective or understood by all staff across the nursery.  The key person arrangements do not ensure that parents are fully engaged in their children's learning.  Staff do not always help children to manage their feelings and behaviour effectively.  Not all staff have received training on the nursery's safeguarding policy, including their duty to prevent children being drawn into situations which put them at significant risk of harm.

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It has the following strengths

 The new management team is working hard to ensure that the setting meets the requirements of the early years foundation stage. Leaders have made good progress in a short time and improvements can already be seen.  The staff are kind, caring and enthusiastic. Children enjoy their time at nursery.  There are sound arrangements to support children's emotional well-being when they move from room to room within the nursery and then on to school.  Babies' home routines are followed closely; the nursery provides a calm and comfortable environment for the youngest children.

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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

 implement effective supervision and monitoring arrangements to improve the quality of teaching, including the observation, assessment and planning cycle, and ensure that children's individual learning needs are addressed effectively 18/12/2016

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Due Date

 improve the effectiveness of the key person system so that all parents are well-informed and act as full partners in their children's learning and development 23/10/2016

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Due Date

 ensure that staff identify children's starting points so that the management team can track the progress children, and groups of children, make during their time at nursery 09/10/2016

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Due Date

 ensure staff are able to manage children's challenging behaviour effectively 23/10/2016

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Due Date

 ensure that all staff receive training on the setting's safeguarding policy, including their duty to prevent children being drawn into situations which put them at significant risk of harm. 23/10/2016

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Inspection activities

 The inspector observed the quality of teaching and learning both indoors and outside.  The inspector was given a tour of the premises by the nursery manager.  The inspector spoke to several parents on the morning of the inspection.  The inspector spoke to children and staff at appropriate times throughout the inspection.  The inspector conducted a joint observation with the nursery manager.  The inspector held a meeting with the area manager and nursery manager.  The inspector sampled the nursery's documents, including staff files; action plans; policies and procedures; accident forms and the record of complaints.

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Effectiveness of the leadership and management requires improvement

Several aspects of the nursery's work are not yet good. Relevant improvement plans are in place but these are mostly in the early stages of implementation. It is, therefore, too soon to see the impact of many of the actions. For example, supervision arrangements are not yet driving the required improvements in teaching. Staff and parents report recent positive changes. For example, the correct number of staff now always work with children, meaning children are better supervised. Safeguarding arrangements are effective. Managers recruit new staff safely and ensure that all the team are suitable to work with children. Staff members know what to do if they have a concern about a child's welfare. Most staff have attended in-house training, but not all understand their duty to prevent children being drawn into situations which put them at significant risk of harm.

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Quality of teaching, learning and assessment requires improvement

Assessments of children's learning have not been conducted when children first start at nursery. This means that managers do not have a clear picture of the progress of individual children, or groups of children, over time. The quality of observations and assessments are variable. New electronic systems are not well understood by all staff. Relevant next steps in children's learning are usually identified, but these are not always used well to plan activities that interest children. At times older children are not engaged in purposeful play. For example, some wander aimlessly or flit between activities with little learning taking place. Where teaching is better, staff interact well with the children. They speak clearly and allow children the time they need to respond. Children enjoy challenging activities, such as games involving colour and number recognition. Younger children enjoy songs, moving their bodies to the music as they pretend to be scarecrows.

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Personal development, behaviour and welfare require improvement

Not all parents are aware of who their child's key person is. Parental attendance at meetings to review their children's progress is low. The management team has identified that more work is needed to build partnerships with parents following a difficult period for the nursery and they are addressing this directly. Children approach staff with confidence and benefit from warm and sensitive relationships. Mealtimes are social occasions. Children enjoy food that is healthy and safely prepared. Children have plenty of opportunities to be out in the fresh air. Most children behave well at nursery.

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Outcomes for children require improvement

Inconsistencies in the quality of teaching mean that not all children make the best possible progress. Children generally develop the skills needed for school. Most are able to focus their attention and concentrate for appropriate periods of time. However, there is more to do to develop some children's personal, social and emotional skills to ensure they can all share, play cooperatively, listen to adults and manage their own behaviours. Children are supported well to speak clearly. They are mostly confident to engage with visitors. They develop good physical skills, for example as they draw circles using water and a paint brush outside. Toddlers learn how to use a slide safely and older children ride scooters and wheeled toys skilfully in the outside area.

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Setting details

Unique reference number EY411995 Local authority Hampshire Inspection number 1068124 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 5 Total number of places 96 Number of children on roll 98 Name of registered person The Avenue Day Nursery Partnership

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reference number

Date of previous inspection 20 February 2014 Telephone number 01264773655

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reference number

The Avenue Day Nursery at Penton registered in 2010. The nursery is one of three privately owned settings. The nursery is situated in converted stables in the village of Penton Mewsey, near Andover in Hampshire. It is in a rural position with several outside play areas, including a woodland area. The nursery opens from 8am to 6pm each weekday and for 51 weeks of the year. The nursery receives funding for free early education for children aged two, three and four years. There are 97 children on roll. The nursery supports children with special educational needs and/or disabilities. There are 23 members of staff who work directly with the children, including the manager. Of these, 16 are qualified at level 3 or above.

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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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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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