Big Life Families Newtown Nursery

Big Life Families Newtown Nursery Newtown Community Resource Centre, 123 Durham Road, Stockton On Tees, TS19 0DE

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Inspection date

Previous inspection date 8 February 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

 Staff have an extremely sharp focus on helping children to develop their communication and language skills. They model clear language consistently and use a range of visual aids to raise children's level of understanding. Children make good progress.  Staff work very hard to help children prepare for their eventual move on to school. They share a wealth of information about children's learning with teachers and attend settling-in visits with them. This promotes continuity and has a positive impact on children's emotional well-being.  Children have developed secure bonds with their key person and other staff members. Staff use home visits to find out about children's individual care needs and get to know them before they start.  Leaders, managers and the staff team work exceptionally hard to support children and their families in every way possible. They create a welcoming, inclusive environment

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This provision is good

and encourage families to become involved in children's learning.

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It is not yet outstanding because:

 Staff do not provide the highest levels of challenge to extend learning for the children who are most able. This does not support them to continue to make rapid, consistent progress.  Staff do not gather evaluative, detailed feedback from children and families. This means their views do not fully contribute to the nursery's self-evaluation to drive improvements forward.

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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

 extend learning for those children who are most able and ensure they are highly challenged during activities, in order for them to make maximum progress  collect even more feedback from families who access the nursery and use this effectively to contribute to evaluations, and drive forward continual improvements.

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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 to children and staff throughout the inspection.  The inspector completed a joint observation with the nursery manager.  The inspector held a meeting with the nursery manager and area manager. She looked at relevant documentation, such as the nursery's self-evaluation, children's learning books and evidence of the suitability of staff working in the nursery.  The inspector spoke to a small group of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Leaders and managers demonstrate an uncompromising drive towards excellence. They work very hard to support the well-qualified staff team and have good working bonds with them. For example, leaders have started to monitor the quality of teaching using peer observations. Staff benefit from regular appraisal meetings and access training relevant to their role, such as early help assessment and safeguarding training. This helps them to identify children's needs and keep them safe. Safeguarding is effective. There are robust procedures in place to report concerns about children's welfare. Staff encourage regular attendance and complete daily risk assessments to keep areas safe. Managers monitor all children's development and ensure planning covers all areas of learning.

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Quality of teaching, learning and assessment is good

Staff use an appropriate balance of adult-led and child-initiated activities, in order to help children to make good progress. They understand how the youngest children learn through play and prepare the environment for them to explore. Children thoroughly enjoy sitting with staff for their favourite story. Older children use their own laminated book and turn the pages in time with staff. Young children have a range of sensory resources in bottles that match to the theme of the story. They listen intently as staff read enthusiastically and are engrossed in the story. Staff use in-depth observations of children's play to contribute to assessments of their progress. Key staff members complete the progress check for children aged between two and three years. Parents have close relationships with their child's key person and the staff team. They regularly share information about children's achievements. This helps to promote partnership working.

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Personal development, behaviour and welfare are good

Staff use plenty of praise and effective support to encourage children to try new activities and develop their skills. For example, young children develop problem-solving skills and try different ways to clear dough from the shape cutters. Staff quickly respond and praise them for their ideas, reminding them to be careful with the scissors. Children demonstrate a sense of pride in their achievements and show they feel safe in the nursery. They proudly show others how they wash their hands and understand the importance of good health. Children thoroughly enjoy developing their physical skills in the outdoor area. They sit together with staff at snack time to try fresh fruits in a sociable, fun environment. Staff manage children's behaviour consistently and positively. For example, they teach new children how to use resources appropriately in the sand and provide clear boundaries.

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Outcomes for children are good

All children make good and consistent progress in relation to their starting points. The majority of children are working within the stages of development typically expected for their age. Staff have a good understanding of child development. This helps them to identify children's learning needs quickly and access support, such as speech and language therapy. Gaps in learning are closing, particularly for children who have special educational needs and/or disabilities, and those children who speak English as an additional language.

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Setting details

Unique reference number EY488985 Local authority Stockton on Tees Inspection number 1011252 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 3 Total number of places 20 Number of children on roll 16 Name of registered person The Big Life Company Limited

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reference number

Date of previous inspection Not applicable Telephone number 01642 927 276

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reference number

Big Life Families Newtown Nursery was registered in 2015. The nursery employs five members of childcare staff. Of these, all hold appropriate early years qualifications at level 3, including one who holds a qualification at level 6. The nursery opens from Monday to Friday, term time only, with the exception of bank holidays. Sessions are from 9am until midday, 12.30 until 3.30pm. 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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