Moreton Say Goslings Pre- School Nursery

Moreton Say Goslings Pre- School Nursery Moreton Say C of E School, Moreton Say, MARKET DRAYTON, Shropshire, TF9 3RS

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Inspection date

Previous inspection date 23 January 2017 Not applicable

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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 outdoor environment is frequently used by children to explore and discover new experiences. Children develop their physical skills using resources, such as bikes, scooters and balancing equipment.  Staff make regular assessments of children's learning and share these with parents. Staff talk to parents about how they can help to support children's learning at home. Children have opportunity to take reading books and story sacks home. This helps to support consistency in children's learning and development.  Risk assessments are regularly undertaken for both the indoor and outdoor area. Premises are kept safe and secure and potential hazards are minimised. This has a positive impact on children's safety.  Children's emotional development is well supported. Staff are good role models and children learn to tolerate differences and respect each other. They understand the boundaries and listen to instructions from staff.

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This provision is good

 Children are happy and enjoy their time at the nursery. Individual settling-in procedures help children to feel safe and secure when they first start attending. This supports their emotional well-being successfully.

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It is not yet outstanding because:

 Staff do not make the most effective use of children's assessments. Information is not consistently used to plan precise next steps to support children to make rapid progress.  The monitoring of staff practice does not precisely identify the support they need to help them raise the quality of teaching to a higher level.

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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

 make more effective use of information from assessments so that children's next steps in learning are more precisely planned for to support them to make rapid progress  develop the existing monitoring of staff practice to accurately identify the support needed to help raise the quality of teaching to a higher level.

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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 spoke with staff and children during the inspection.  The inspector completed a joint observation with the nursery manager.  The inspector held a meeting with the nursery manager. She looked at relevant documentation and evidence of the suitability of staff working in the nursery.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff are confident in their knowledge and understanding of the possible signs of abuse. They are fully aware of the procedures to follow if they were to have concerns about a child. Staff attend training regularly and have a secure understanding of current legislation as part of their continuous improvement. They monitor children's attendance and follow up unexplained absences. Suitable vetting procedures are in place for all staff and directors associated with the provision. This helps to ensure children's safety. Strong partnership working is in place with parents and other early years settings that children attend. This helps to ensure continuity in children's learning.

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Quality of teaching, learning and assessment is good

Staff are skilful in extending children's play through well-matched support. Children take turns in programming interactive toys and equipment. They learn to solve problems with numbers as they programme the equipment to move in different directions. Staff effectively adapt their teaching skills and methods to keep all children engaged and interested in the activities. Staff support children to be involved in planning and reviewing their learning. Children confidently explain to staff where and what they are going to play with during the session. Children use photo books to help show staff which equipment and resources they want. Staff encourage children to speculate and test out ideas through trial and error. Children explore and talk about the temperature of the play dough, discussing why it is so cold. Children are able to easily get additional resources, such as cutters and rollers to support their play.

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Personal development, behaviour and welfare are good

Staff are good role models and use effective strategies and provide clear guidance to children about acceptable behaviour. This helps children to begin to develop an understanding of the pre-school's rules and how to follow them. Children learn to share and take turns. They confidently let staff know when it is their time on favourite equipment, using the sand timer to monitor each other's turn. Staff have a strong focus on helping children to develop relationships with their key person. This helps children to settle quickly and easily and ensures continuity in children's well-being. Healthy lifestyles are well promoted. Children enjoy healthy and nutritional school meals from the school on site. Well-organised routines, such as snack time, are used successfully to help promote children's independence. Children make confident choices about what they want to eat and when.

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Outcomes for children are good

All children make good progress in their learning. Children practise counting skills and develop their awareness of numbers during daily routines. For example, they count the number of children and adults in their group during circle time. These skills help to prepare children for the next stage in their learning, such as starting school. Children have daily opportunities to use print in a variety of contexts. This extends their awareness that print carries meaning and helps to promote their early literacy skills.

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Setting details

Unique reference number EY474887 Local authority Shropshire Inspection number 1017452 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 1 - 4 Total number of places 27 Number of children on roll 23 Name of registered person Goslings Community Nursery CIC

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reference number

Date of previous inspection Not applicable Telephone number 01630 639555

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reference number

Moreton Say Goslings Pre-School Nursery was registered in 2015. The nursery employs four members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 and above, including one with early years professional status. The nursery opens from Monday to Friday during term time only. Sessions are from 9am until 11.30am and 12.30pm until 3pm with a lunch club service. 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

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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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