Great Orton Nursery

Great Orton Nursery Great Orton Primary School, Great Orton, Carlisle, Cumbria, CA5 6NA

p.1

Inspection date

Previous inspection date 18 October 2016 20 November 2013

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 management committee shows a commitment to achieving high standards and continuity of care for children. It has worked closely with the early years team to put effective strategies in place to support the nursery team and make further improvements that will directly benefit all children.  Children experience good quality learning experiences that interest them and motivate them in their learning. They listen well to staff and are confident to add their opinions, answer questions and suggest their own views and ideas.  Staff make good use of the learning environment and resources to extend children's learning successfully. They encourage children to explore and investigate and to use their imagination. Children enjoy taking part in activities and staff celebrate their achievements.  Staff are good role models for children. They teach them to be kind to one another, be polite and use good manners. Staff are consistent in managing children's behaviour and

p.1

This provision is good

teach them to share and take turns during activities.  Relationships between staff, parents and children are positive. Children demonstrate that they feel safe and secure in the nursery. They settle easily and quickly make friends.

p.1

It is not yet outstanding because:

 Staff do not gather in-depth information when children first start at the nursery, in order to make highly accurate assessments of their abilities on entry.  The tracking system is not yet thoroughly embedded throughout practice to establish highly effective monitoring 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

 encourage parents to share all that they know about children's achievements at home so that their starting points in learning can be accurately assessed and planned for at the earliest opportunity  make more consistent use of the tracking system throughout practice to establish highly effective monitoring of the progress being made by children.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a tour of the nursery.  The inspector completed a joint observation with the chair of the committee.  The inspector held a meeting with the chair of the committee and nursery manager. She looked at all relevant documentation, such as the policies and procedures, children's records, self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a group of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The management and staff understand the safeguarding procedures, which they follow closely to help protect children's welfare and safety. They are alert for signs that indicate a child may be at risk and know how to report concerns. Staff work well together as a team and communicate clearly with each other. They have regular training, support and coaching, which helps them to develop and extend their skills and knowledge further. Positive partnerships with parents are established. Parents express a high regard for the nursery and staff. Parents receive a wide range of information about the nursery and the early years foundation stage. They have access to a set of recently reviewed policies and procedures.

p.3

Quality of teaching, learning and assessment is good

Staff support children's creative and communication skills well. They extend their language skilfully during activities and their play. Children choose from a varied range of accessible resources. They become completely engrossed in both practical and creative tasks. Children explore and manipulate objects and materials. For example, they use a range of resources to cut, shape and roll dough. Children use glue sticks confidently to stick leaves they have collected onto card to make autumn pictures. Children enjoy planned activities. For example, they learn about Diwali and make their own colourful lamp pictures. Staff play alongside children. They pay close attention to what children are interested in and adjust their teaching to meet children's individual needs. The funding received for children is used successfully to improve their development and enhance their learning.

p.3

Personal development, behaviour and welfare are good

Children listen attentively and respond positively to the adults looking after them. Relationships are established to support children's emotional well-being despite several changes taking place. Children behave well and include others in their play. Staff praise children for their achievements, which helps to develop their self-esteem and confidence. Children have a range of opportunities to learn about the differences and similarities between themselves and others and the community where they live. This helps them to develop respect and consideration for each other and the world around them. Staff help children to manage their own personal hygiene routines to support a healthy lifestyle. Children enjoy the opportunity to have their lunch in the school dining room, where they can mix with siblings and friends attending the host school. This helps to supports the transition process when they are required to start school.

p.3

Outcomes for children are good

All children, including those who receive funding, make good progress in relation to their individual starting points. Children concentrate on tasks of their choice, such as practising their early writing skills and recognising the first letter sounds of their names. They enjoy listening and joining in with favourite stories and songs as part of their circle time activities.

p.3

Setting details

Unique reference number EY459604 Local authority Cumbria Inspection number 1066719 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 3 - 3 Total number of places 12 Number of children on roll 9 Name of registered person Great Orton Nursery

p.4

reference number

Date of previous inspection 20 November 2013 Telephone number 01228 711602

p.4

reference number

Great Orton Nursery was registered in 2013. The nursery employs two members of childcare staff who hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday, term time only. Sessions are from 9am until midday and on Tuesdays from 9am until 3pm. 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