Foundations for Learning

Foundations for Learning Bury Nursery, Tenters Street, Bury, Lancashire, BL9 0HL

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Inspection date

Previous inspection date 13 January 2017 30 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

 Staff complete accurate and precise observations and assessments of children's learning. They plan a wide variety of challenging and interesting activities to meet children's individual learning needs. Children make consistently good progress in all areas of learning.  Staff are full of fun and enthusiasm and this is imitated by children as they engage in play. Children are developing into confident and motivated learners. They demonstrate a wide range of skills, abilities and attitudes that help to prepare them well for future learning.  The well established key-person system helps children to form close emotional attachments with staff who effectively support them in their play. Care practices are very successful in promoting children's good health and well-being.  Partnerships with external professionals, other early years providers and feeder schools are a key strength of the nursery. This makes an extremely positive contribution to

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This provision is good

meeting the needs of all children. Transitions in and out of the nursery are exceptionally well managed to help promote consistency and continuity of care and learning.

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It is not yet outstanding because:

 Self-evaluation, although effective in supporting the development of childcare practice, does not fully include the views of parents and children.  The manager has not yet considered checking the progress of different groups of children who attend the nursery.

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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 process for self-evaluation and consistently include the views of parents and children that assist in identifying areas for further improvement  extend the monitoring of children's progress to include different groups of children that identify where additional support is needed and help to narrow the achievement gap.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector talked to staff and children throughout the inspection.  The inspector completed a joint observation of a planned adult-led activity with the nursery manager.  The inspector held a meeting with the nursery manager. She looked at relevant documentation, such as children's learning records, risk assessments and evidence of the suitability and qualifications of staff working in the nursery.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff create a culture of vigilance whereby children's safety and welfare are promoted well. They have a secure understanding of the procedures to follow in the event of a child protection concern or if an allegation is made against a member of staff. Robust recruitment procedures help to ensure that staff are suitable to work with children. The manager uses her excellent knowledge, skills and expertise to guide, coach and support staff and carries out regular supervision meetings to manage their performance. This has a positive impact on the continuous improvement of practice. Excellent partnership working with external professionals helps to ensure that children who have special educational needs are well supported. They benefit from consistency and continuity of care and learning through an effective shared approach.

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Quality of teaching, learning and assessment is good

Well-qualified staff use their skill and expertise to plan challenging activities and experiences that capture children's interests. Children are fully engrossed in their play and learning. Staff provide a wide range of opportunities for children to explore and investigate. For example, babies access a black and white area and treasure baskets filled with an array of different textured resources. Toddlers have a wonderful time as they make snowmen out of collage materials. They are fascinated as they experience the texture of cotton wool and find out that glue sticks to their fingers. This helps children to learn using their senses and extends their natural sense of curiosity. Staff provide children with a broad range of activities that help to encourage them to read and write. For example, children draw, write and make marks in salt using paintbrushes and they write their names on their work. This helps children to develop early literacy skills in readiness

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Quality of teaching, learning and assessment is good

for school. Children who speak English as an additional language are supported effectively. Staff find out and use key words in children's home languages to help them to develop a good understanding of English.

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Personal development, behaviour and welfare are good

Babies and children are very happy and well settled in the nursery. They develop high levels of confidence and a strong sense of emotional security. Staff are good role models and provide clear guidance to promote positive behaviour. They are consistent in their approach and speak to children in a calm and sensitive manner. This helps children to understand the difference between right and wrong. Staff promote and model good hygiene practices, which children learn and implement during daily routines. Children understand that they need to wash their hands before lunchtime to remove germs. They learn to respect others, share and take turns. Children have opportunities to choose and select resources independently and direct their own play.

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Outcomes for children are good

All children consistently make good progress. This includes children who have special educational needs and children who speak English as an additional language. Children achieve typical levels of development for their age. They increasingly show high levels of self-control during activities and confidence in social situations, in readiness for school.

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Setting details

Unique reference number EY259146 Local authority Bury Inspection number 1064427 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 - 8 Total number of places 99 Number of children on roll 31 Name of registered person The Foundations for Learning Partnership Limited

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reference number

Date of previous inspection 30 April 2013 Telephone number 0161 797 6100

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reference number

Foundations for Learning was registered in 2003. It is one of five settings owned by the limited company. The nursery employs 10 members of childcare staff, all of whom hold an appropriate early years qualification at level 3. The nursery opens from Monday to Friday, all year round from 7am until 6.30pm. It 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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