Furnace Barn Day Nursery

Furnace Barn Day Nursery Furnace Barn, Foundry Lane, Halton, LANCASTER, LA2 6LU

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Inspection date

Previous inspection date 10 November 2016 3 April 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

 The registered provider and her manager are highly qualified, experienced and knowledgeable early years practitioners who have a clear vision of quality and a drive for continuous improvement. They actively seek and act upon the views of staff, parents and children and ensure that high standards of care and education are maintained.  Teaching is very good. Staff are well qualified and have a very good understanding of child development, learning styles and teaching methods. They plan fun and engaging learning experiences which build on children's interests and help them all progress well from their starting points.  Children behave extremely well. Staff are excellent role models who help children understand and manage their feelings and show empathy and kindness to their peers. Children play cooperatively and build strong friendships.  Robust systems are in place for the recruitment, selection, induction and monitoring of

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This provision is good

staff. Continued professional development provides many opportunities for staff to extend their skills and knowledge further. Staff also work in very effective partnerships with colleagues from other settings and share good practice.  Staff gather information from parents to help assess children's attainment and progress. Parents effectively support children's learning at home.

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It is not yet outstanding because:

 Children's individual progress is monitored extremely well, however staff are not yet making the best use of assessment information to track the progress and needs of groups of children.  Self-evaluation systems are not focused enough on assessing the impact of changes to practice on outcomes for children.

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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

 strengthen the monitoring of groups of children and more closely focus planning to help them make the best possible progress  enhance self-evaluation systems and assess the impact of changes to practice on outcomes for children.

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Inspection activities

 The inspector had a tour of the setting.  The inspector undertook a joint observation with the registered provider.  The inspector spoke to the registered provider, manager, staff, parents and children during the inspection.  The inspector observed children inside and outdoors and assessed the quality of teaching and learning.  The inspector viewed a range of documentation including, children's records, policies and procedures, self-evaluation systems, suitability checks and qualifications.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff are very knowledgeable about their role to protect children and know the signs of abuse and neglect. They are clear about the action they would take if they had concerns about a child's welfare or development and they supervise children closely at all times. Policies and procedures are evident in practice and children are taught how to assess risks as they play. Staff use regular observations to accurately assess children's attainment. Gaps in learning are addressed with sharply focused teaching and support. Staff are committed to working in strong partnerships with other settings, schools and health and educational professionals. They share and gather vital development information to help children progress well as they move between learning environments.

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Quality of teaching, learning and assessment is good

Staff skilfully extend children's play. Role play using cardboard boxes, leads to work around homes and people who are homeless. Children show compassion and consideration for the needs of others as they talk about what foods sustain people living on the streets. Older children carefully used a range of tools to peel and chop vegetables as they prepare to make soup. Children are extremely well supported to develop communication and language skills. Staff use a rich range of words to extend children's growing vocabularies and to help them make sense of the world. Stories, rhymes and songs are used well with the youngest children to help them experience rhythm and beat. Outside, children move rain water with brushes and make marks with chalks and other natural materials. This promotes children's physical development, helps strengthen their muscles and prepares them for more controlled writing. A range of high-quality resources,

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Quality of teaching, learning and assessment is good

including electronic fiction and non-fiction texts is used to promote early reading skills and broaden children's interests.

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Personal development, behaviour and welfare are good

Parents appreciate the individualised help their children receive to ensure that they settle and feel safe when they start in the setting. Staff follow care routines and provide children with a developmentally appropriate, warm and welcoming environment for learning. Children develop a very good understanding of how to live healthy lifestyles. Staff ensure that children eat healthy meals and have access to drinks to remain hydrated. This helps children be at their best for learning. Children can choose to spend long periods of time in the highly stimulating outside spaces. They learn about the natural world and experience all types of weather. Children build strong, trusting relationships with staff, who are sensitive to their changing needs. They provide a range of sensory materials and softly lit spaces to help children feel calm, relax, rest and sleep if they need to.

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Outcomes for children are good

All children make at least good progress. Staff use funding wisely to improve outcomes for children. Children develop positive attitudes to learning and are keen to try new experiences. They are extremely well supported to gain the confidence, independence and resilience needed to cope well with school or the next stage in their learning.

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Setting details

Unique reference number EY454577 Local authority Lancashire Inspection number 1066404 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 29 Number of children on roll 70 Name of registered person Furnace Barn Nursery Limited

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reference number

Date of previous inspection 3 April 2013 Telephone number 01524811811

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reference number

Furnace Barn Day Nursery was registered again in 2012, it is privately owned and is situated in Halton near Lancaster. The setting employs nine members of childcare staff. Of these, one holds an appropriate early years qualifications at level 5, five at level 3 and one at level 2. The registered provider is a qualified teacher. The setting is open from 7.30am to 6pm, Monday to Friday, all year round. The setting 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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