Bedlington Bears

Bedlington Bears 2-4 Forster Avenue, Bedlington, Northumberland, NE22 6EW

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Inspection date

Previous inspection date 1 December 2016 3 December 2015

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Previous inspection: Requires Improvement

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Staff do not always plan and organise activities to make the most of all learning opportunities and to build on children's interests. As a result, some children, do not fully engage and learning opportunities are missed.  Systems for staff supervision, whilst improved, need time to embed in order to have an even greater impact on improving the quality of teaching.  The organisation of the nursery environment does not facilitate children's learning, particularly during free play.  Existing systems for self-evaluation and action planning do not support leaders and staff to fully understand how to achieve the good standards they are working towards.

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It has the following strengths

 The manager has worked hard to improve practice since their last inspection. She has strengthened planning and is currently developing systems to support and promote more effective teaching.  Children's confidence, self-care skills and their personal development are progressing well.  Staff liaise effectively with parents and external partners, ensuring all children get the support they need. Staff share children's learning and progress regularly with parents and support them to extend their child's learning at home. Parents speak highly of the setting, particularly the caring nature of its staff.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 improve the learning environment for children, particularly the range of resources and organisation of playrooms, to further support and extend children's learning 05/01/2017

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Due Date

 embed systems for staff supervision to ensure that staff receive the individualised support and training they need to reflect on and improve the quality of their teaching practice. 05/01/2017

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 improve the use of available data as part of the self-evaluation process, ensuring this is used effectively to both inform ongoing planning, and to re-focus attention on monitoring the impact of what the setting provides on children's learning and development.

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Inspection activities

 The inspector observed activities in the playrooms as well as the outside play space.  The inspector spoke to members of staff and children at appropriate times during the inspection and held a meeting with the manager.  The inspector carried out a joint observation with the manager.  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 working in the provision and a range of other documentation, including policies, procedures, self-evaluation and improvement planning documents.

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Effectiveness of the leadership and management requires improvement

Arrangements for safeguarding are effective. Children are continually supervised because staff deployment is addressed well both in playrooms and outside. Staff are aware of their responsibilities to protect children from harm. They ensure risk assessments are sufficient and that the nursery is safe for children. The manager is dedicated and committed. Time and stability are now needed to consolidate work so far and ensure a renewed focus on what children are learning, in order to improve the quality and impact of staff's work. The manager does not always evaluate the provision accurately. As a result, actions to improve the quality of the provision are not sufficiently focused. The manager has established supervision procedures for staff, and is beginning to undertake observations of teaching practice. However, the quality of teaching is variable and requires improvement because staff do not focus sufficiently on individual children's learning needs.

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Quality of teaching, learning and assessment requires improvement

Children participate mostly in freely chosen learning experiences and have opportunities to extend their knowledge through adult-led, planned activities. Children enthusiastically join in songs and rhymes at circle time. Staff promote children's literacy skills successfully through storytelling. Children recall stories and events and engage in activities that help them to link letters to sounds. Children use their imagination as they pretend to be build houses, using plastic tools to saw and hammer the cardboard into shape. Most staff have improved their skills and are making better use of the information they gather from children’s assessments. However, this information is not used as well as it could be when planning and delivering the activities. As a result, there is sometimes a lack of focus on what children will learn from these experiences and activities. This slows the pace of learning as teaching is not always sufficiently focused on the individual needs of children.

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Personal development, behaviour and welfare require improvement

The organisation of the playroom does not fully support children's on-going learning. Key areas are not always well resourced, and the way that equipment is stored limits children's access and free choice to a wider range of activities. The manager and staff work in partnership with parents to help children settle well. Children and families are warmly welcomed as they arrive at the nursery. Children have a key worker who shares progress and the next steps in their learning and development with parents. Children's behaviour is generally good. The large outdoor area is used well to promote children's physical development. For example, children run around enthusiastically, climbing on large apparatus and use diggers to excavate areas in the soil ready for building.

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Outcomes for children require improvement

Most children make reasonable progress in their learning from their starting points. They are working within the range of development expected for their age. This includes children with additional needs. However, not all children, particularly the most able, are challenged to make the best progress that they can. They develop some basic skills in readiness for the next stage of their learning and school. These include good communication and language skills, confidence and positive attitudes towards learning.

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Setting details

Unique reference number EY311651 Local authority Northumberland Inspection number 1045220 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 - 3 Total number of places 36 Number of children on roll 19 Name of provider Wendy Heather Monaghan Date of previous inspection 3 December 2015 Telephone number 01670 820888

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Setting details

Bedlington Bears Nursery and out of school club was registered in 2005. It is located on a residential estate in Bedlington, Northumberland. The nursery is open from Monday to Friday from 7.30am to 6pm. The setting receives education funding for two and three year olds. The setting employs four staff, all of whom hold a relevant qualification at level 3.

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Setting details

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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Setting details

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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Setting details

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Setting details

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Setting details

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