Queen Street Nursery and Pre-school

Queen Street Nursery and Pre-school 19 Queen Street, Penrith, Cumbria, CA11 7XF

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Inspection date

Previous inspection date 11 October 2016 20 August 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

 Children benefit from the small size of the group and the close support they receive from staff, who have an excellent understanding of their needs and interests. This helps children to feel safe and secure in the nursery and develop high levels of confidence.  The visual environment is bright, vibrant and entirely personal to the children and families who attend. Children's art work fills the walls, providing them with a strong sense of self-worth and belonging. The interesting and thought-provoking displays are highly conducive to children's learning. Children make good progress.  All partnerships in place are particularly well established and make a strong contribution to meeting children's needs. Staff are highly proactive in seeking out and sharing information with all involved in the care of the children. This collaborative approach effectively supports continuity in children's care and development.

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This provision is good

 The management team and staff are excellent role models who have high expectations for all the children. Children behave extremely well. They play cooperatively and display exceptional levels of self-control in many situations.

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It is not yet outstanding because:

 Staff do not always pay close enough attention to the physical environment to encourage younger children to become deeply involved in their chosen activities. Sometimes there are too many resources for children to choose from, which distracts them from concentrating as they play.  The monitoring of staff practice is not sharply focused on how the already good teaching can be raised to an even higher level.

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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

 pay more precise attention to the physical environment to allow younger children to become even more deeply engaged in their learning  enhance systems for monitoring staff skills that helps them develop an expert knowledge of teaching.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning, both inside and outside.  The inspector carried out a joint observation with one of the managers of the nursery.  The inspector spoke to members of staff and children at appropriate times during the inspection and held a meeting with one of the managers of the nursery.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector looked at children's records, planning documentation, evidence of the suitability of staff and a range of other documentation, including policies and procedures.

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Effectiveness of the leadership and management is good

The nursery is led and managed by a skilled and knowledgeable leadership team. Staff are well qualified and together, have a vast and varied experience of caring for children. The arrangements for safeguarding are effective. The manager and staff have a firm understanding of a wide range of safeguarding issues, including the procedures to follow if they needed to report concerns. Detailed monitoring of children's progress helps to ensure that any gaps in development are swiftly identified. Focused and ongoing planning helps to provide additional and well-targeted support. All staff work effectively as a team and have a shared drive and commitment to succeed. High-quality self-evaluation leads to the implementation of targeted development plans that help drive the continual improvement of the nursery. Funding for eligible children is well targeted and is used to help to close any gaps in achievement.

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Quality of teaching, learning and assessment is good

Staff work together with parents to identify children's starting points as well as ongoing assessments of children's learning. Staff use their own detailed observations of children, along with information from parents, to successfully match planning to children's individual needs. The quality of teaching is strong. Staff join in sensitively with children's play and effectively support children to explore their ideas in depth. For example, following on from role play with the car garage, a member of staff suggests children write a list of things that need checking at the garage. Children eagerly begin to draw and make marks. They are challenged further as the member of staff suggests they write their name, providing excellent support for children's emerging literally skills. Children who speak English as an additional language are supported well. They develop a good level of English through effective strategies implemented well by staff. Children enjoy using and exploring their

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Personal development, behaviour and welfare are good

Children's physical and emotional well-being is given high priority. The well-established key-person system and tailored settling-in procedure means children settle quickly, develop secure attachments and rapidly grow in confidence. Children are widely independent and carry out a range of tasks during the daily routine. Staff support children's understanding of healthy lifestyles. They sit with children during snack and lunchtime and initiate conversations about healthy foods and why they are good for us. Children learn about safety during their everyday play. They enjoy using the tools during their role play and discuss how to use them safely.

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Outcomes for children are good

All children, including those who speak English as an additional language, make good progress in their learning. Pre-school children are keen, motivated learners who become deeply engaged in their play. They show persistence in their learning and confidence in their 'can do' attitude. Younger children show strong emerging communication skills. They begin to form sentences and show good listening and understanding skills. They learn and develop a good range of skills in readiness for starting school.

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Setting details

Unique reference number 317419 Local authority Cumbria Inspection number 1060897 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 1 - 4 Total number of places 20 Number of children on roll 31 Name of registered person Mrs Tallentire and Mrs Tyson-Brown Partnership

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reference number

Date of previous inspection 20 August 2013 Telephone number 01768 890 692

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reference number

Queen Street Nursery and Pre-school has been registered since 1993. The nursery opens Monday to Friday all year round. Sessions are from 8.30am until 5.30pm. The nursery provides funded early education for two-, three- and four year-old children. The nursery employs six members of staff. All staff hold an appropriate early years qualification. The nursery supports children who speak English as an additional language.

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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

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