Bolton Low Houses Pre- School, Toddlers and Holiday Play

Bolton Low Houses Pre- School, Toddlers and Holiday Play Bolton Low Houses C of E Primary School, Bolton Low Houses, Wigton, Cumbria, CA7 8PA

p.1

Inspection date

Previous inspection date 25 November 2016 20 September 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 quality of teaching is consistently good throughout the nursery. Staff have high expectations of what children can achieve. They provide challenging and targeted experiences which help extend children's learning. Children's progress is consistently good in relation to their starting points.  Staff provide a warm and welcoming environment. The key-person system is managed well. Staff work with all families on an individual basis to support them and their children. Children develop strong bonds with staff and seek comfort from them when they require it.  Children benefit from a well resourced and organised outdoor play area. Staff provide particularly good opportunities for children to engage in physical play and active learning. Children can explore and investigate, make dens and learn about the seasons in a safe and secure environment.  Children flourish and thoroughly enjoy their time spent in the nursery. They are well

p.1

This provision is good

behaved and follow the good role models set by the staff.

p.1

It is not yet outstanding because:

 Indoors, staff do not fully maximize young children's sensory experiences.  Staff do not fully encourage all parents to share information about their children's learning and development at home.

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

 build on the already good indoor opportunities for younger children to explore and investigate using their senses  enhance the already good partnerships established with parents and help them share information about what their children learn at home.

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 had a tour of the whole nursery.  The inspector completed a joint observation with the nursery manager.  The inspector held a meeting with the 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

The arrangements for safeguarding are effective. The manager follows robust procedures when recruiting and vetting staff to ensure that they are suitable to work with children. Staff demonstrate a secure knowledge of safeguarding children. They know what signs and symptoms to look out for and how to report any concerns they may have. The manager and staff work closely together as a team. They show a genuine enthusiasm and dedication to their roles. Self-evaluation is embedded in practice. It ensures that improvements enhance the provision further and accurately reflect the needs of the children attending. The manager monitors teaching closely. She provides staff with regular supervision meetings to identify further ways of supporting their professional development. Training opportunities are highlighted to give staff even more skills and knowledge to support the children they look after.

p.3

Quality of teaching, learning and assessment is good

Staff enthusiastically involve themselves in children's play. They effectively interact to guide, challenge and extend children's learning. Staff use observations, assessments and children's interests to plan activities which include the next steps in their learning. Older children are engrossed in staff's storytelling. They listen attentively to the exciting stories about a farmer and his dog. Children use their imagination well and draw on their own real-life experiences. For example, they become road workers in a construction site. Staff encourage older children to write using innovative ideas. For example, clipboards and pens are placed in play areas and children practise early letter writing in sand or oats. Younger children enjoy singing favorite songs and, generally, engage in messy play using a range of small-wheeled toys.

p.3

Personal development, behaviour and welfare are good

The caring staff team develops positive relationships with children and their families. They gain a good understanding of each child's individual needs through effective settling-in sessions. Other professionals are also highly complimentary of the high level of care all children receive, particularly those with complex special educational needs. Positive behavior strategies help children to understand how to behave and treat others. Children are constantly praised and rewarded for their achievements. They show high levels of independence and self-confidence. Overall, staff plan daily routines well and provide activities in response to children's current interests. Children benefit from regular fresh air and exercise and are provided with nutritious meals to help support their good health.

p.3

Outcomes for children are good

Children are inquisitive and enthusiastic during their play. Children are confident communicators who initiate conversations between themselves and with staff and visitors. They play cooperatively together and share and take turns. All children, including those who speak English as an additional language and those who have special educational needs or disabilities, make good progress and gain the skills required for their eventual move on to school.

p.3

Setting details

Unique reference number EY299579 Local authority Cumbria Inspection number 1060928 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 - 4 Total number of places 30 Number of children on roll 57 Name of registered person Bolton Low Houses Pre-School and Toddlers Committee

p.4

reference number

Date of previous inspection 20 September 2013 Telephone number 01697344462

p.4

reference number

Bolton Low Houses Pre-School, Toddlers and Holiday Play was registered in 2005. The nursery employs 11 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 and one at level 2. The manager holds an early years qualification at level 4. The nursery opens from Monday to Friday during term time. Sessions are from 8am until 5.30pm. The nursery provides a holiday club during the school holidays. They provide funded early education for two-, three- and four-year-old children. The nursery supports a number of children who speak English as an additional language and those who have special educational needs or disabilities.

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