The Hollies Pre-School Nursery

The Hollies Pre-School Nursery 119 Heapey Road, Chorley, Lancashire, PR6 9BJ

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Inspection date

Previous inspection date 16 November 2016 23 February 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 quality of teaching is good. Staff skilfully engage children in activities. Children are developing good listening and speaking skills.  Children are happy and well cared for. The key-person system is effective and supports children to settle quickly as they enter or move rooms in the nursery.  Staff accurately assess children's development. They swiftly identify if children may benefit from support from other professionals. They work in partnership with parents and others to promote children's development and well-being.  The provider has effective evaluation procedures. They work closely with the Just Childcare management team, other professional agencies and the local authority. This helps them to assess their service and make targeted plans to help drive continuous improvement.  Parents have a positive view of the nursery. They receive good information about their child's development. Staff invite them to parents' evening, maintain children's learning

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It is not yet outstanding because:

 Staff do not have enough opportunities to receive detailed feedback about their teaching to help them improve their practice even further.  The information gained from monitoring different groups of children is not used consistently to help identify ways to further improve the quality of teaching and learning.

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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

 improve the monitoring of staff performance and include opportunities for staff to receive feedback and set targets that further improve their practice  develop the monitoring of different groups of children and use the information to help further improve the quality of teaching and learning.

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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 held meetings with the manager and had discussions with staff and the provider's representatives.  The inspector completed a joint observation with the nursery manager.  The inspector checked evidence of the suitability and qualifications, including first aid, of staff working with children and reviewed the provider's self-evaluation documentation.  The inspector spoke to a small group of parents during the inspection and took account of their views.  The inspector spoke to children during the inspection at appropriate times and took account of their views.

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Effectiveness of the leadership and management is good

Since the last inspection the staff and new management team have worked hard to improve practice. Overall, performance monitoring is effective. Staff regularly attend meetings with managers to discuss their performance and the quality of their planning for children's learning. Staff have embraced new planning procedures and are well motivated. The arrangements for safeguarding are effective. An ongoing training programme helps to ensure that staff have an up-to-date knowledge of child protection issues. Recruitment procedures are robust and clear records are held about the vetting checks completed for staff. The views of parents and children are routinely sought and acted upon. Self- evaluation procedures are robust and help to identify challenging targets to help raise quality even higher.

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Quality of teaching, learning and assessment is good

Staff know children well and plan challenging activities that they enjoy. They talk clearly and use picture displays to help all children, including those who speak English as an additional language, to understand. They give children time to gather their thoughts and respond to questions. They model their own thinking process. They pose thought provoking questions as children explore paint, dough and collage activities. Staff read stories with expression and encourage children to join in with their favourite parts. Staff play peek-a-boo and use puppets to attract babies' attention to help promote their listening skills. Children develop literacy and mathematical skills in planned and spontaneous activities. They are encouraged to count and represent numbers. Children skilfully use pencils, scissors and tweezers with increasing control. They are developing good communication skills. They are motivated and talk confidently to staff.

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Personal development, behaviour and welfare are good

Staff consistently help children to practise their independence skills. They talk to babies about what they are doing when they change or clean them. This helps to involve them and develop their understanding. Staff encourage children to do things for themselves. All children, including those who have special educational needs and disabilities, are confident and settled. They form warm attachments to staff and behave well. Staff are attentive and supportive. Older children learn to negotiate as they nominate a 'councillor' to share responsibility for some daily tasks. Children have a good attitude to healthy eating. The smell of freshly cooked food whets their appetite. Mealtimes are social. Children have good opportunities to develop their self-help skills.

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Outcomes for children are good

Children's progress is regularly assessed. Any emerging gaps in their development are quickly identified and addressed in partnership with parents and relevant agencies. Children are happy learners. Young children demonstrate good levels of confidence. Older children are developing good self-care skills. Children behave well and play cooperatively with other children. They listen well to songs and stories and have a good attitude to exercise and healthy living. Children are well equipped and prepared for their eventual move to school.

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Setting details

Unique reference number 309558 Local authority Lancashire Inspection number 1043909 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 4 Total number of places 50 Number of children on roll 55 Name of registered person Marjorie Monk Ltd

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reference number

Date of previous inspection 23 February 2016 Telephone number 01257 267 023

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reference number

The Hollies Pre-School Nursery was registered in 1994. In October 2015 the nursery was taken over by the Just Childcare Group. The nursery employs 15 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 3 and above. The nursery is open from 7.30am until 6pm Monday to Friday, all year round, except for bank holidays and the Christmas holidays. The nursery supports children who speak English as an additional language and children who have special educational needs and disabilities. 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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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