Conkers

Conkers Chestnut Tree Farm, The Heywood, Diss, Norfolk, IP22 5SZ

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Inspection date

Previous inspection date 10 February 2017 22 July 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

 Provision for children who speak English as an additional language is effective in supporting their well-being and helping them to develop their language skills. Staff complete independent research to gain ideas of how to provide high-quality opportunities which are specifically targeted to children's learning and emotional needs.  Partnerships with parents are effective. Staff work very closely with parents to promote children's learning in the setting. Parents are actively involved in assessments that staff make of children and are aware of their next steps in learning. This helps parents to promote children's learning at home.  Children are highly confident and are keen and eager to join in activities. Children take pride in their achievements and enjoy the positive praise they receive from staff.  Children build secure bonds with staff. They ask staff for help and seek them out for reassurance when needed. Children enjoy playing alongside staff, listening and

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This provision is good

responding well to them.  Children demonstrate a strong desire to learn and are willing to gain new skills. Older children show high levels of engagement, concentration and listen well to staff. These are key skills to prepare them for their onward move to school.

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It is not yet outstanding because:

 The management team has not yet used information gained from monitoring groups of children to reflect on the provision and identify where it can be enhanced further.  Occasionally, staff do not enhance and extend the learning of younger children, so they have equally challenging and high-quality opportunities which mirror those of older children.

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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

 embed the monitoring of the progress children make, including that of groups of children, and identify how provision can be enhanced to provide them with the highest- quality learning experiences  enhance the learning of younger children and adapt activities they choose to take part in with older children, so they have equally high levels of challenge in their learning.

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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 deputy manager.  The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Keeping children safe is given high priority in the nursery. The manager regularly updates her staff and revisits their training to ensure they have a secure understanding of effective safeguarding procedures. Staff are confident in how to report concerns they have about children's welfare. The manager secures ongoing improvements to the provision in collaboration with staff who bring their ideas and suggestions. Staff are supported well. The manager regularly gives them advice and support on how to continue to improve their teaching skills and the activities they provide for children. Staff complete training to help them support individual children's needs, such as to promote their good behaviour and keep them safe. Staff share their learning with others to provide consistency across the provision.

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Quality of teaching, learning and assessment is good

Children experience a wide range of interesting opportunities in the nursery and engage well throughout the day. They are excited to join in activities which staff plan for them. Older children build their own structures with bricks. They count the bricks and discuss the different sizes and how they can make them bigger. Younger children excitedly explore the feel of paint. Children freely access books which they share together and discuss what they see. Older children are keen to write their names outside on the chalkboard. Babies are given plenty of space for crawling and opportunities to pull themselves up to standing to promote their physical development. Staff know the children well. They know what children are interested in and complete regular assessments of their capabilities. This helps them to target learning opportunities, so children progress well.

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Personal development, behaviour and welfare are good

Children's opinions and choices are valued in the nursery. Their ideas are incorporated into the nursery's planning and they are given access to a wide choice of resources. Staff consistently remind children of the nursery's rules, such as to walk inside. This helps them to learn about rules and boundaries. Staff are good role models for children. They are warm, caring and encourage children to use good manners. Children behave well and are kind to their friends. They share resources and welcome others into their play. Children show good levels of independence in their self-care skills. They serve themselves with a healthy snack and manage their personal needs according to their age and stage of development. Children have regular access to the fresh air and enjoy to ride round on bicycles to exercise their bodies. Children are keen to take part in the nursery's routines, such as to tidy away resources. They work well together to complete the set task.

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Outcomes for children are good

Children make good progress in their learning. Those children who speak English as an additional language quickly become confident in the child-centred nursery and feel safe and secure knowing their needs will be met. They learn new words quickly and are eager to join in and play alongside others. Children are keen to follow their own ideas and develop their imaginations during role play activities. They are eager to learn new skills and have a positive approach to learning.

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Setting details

Unique reference number EY296435 Local authority Norfolk Inspection number 1064665 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 4 Total number of places 30 Number of children on roll 75 Name of registered person Conkers 4 Kids Ltd

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reference number

Date of previous inspection 22 July 2013 Telephone number 01379 644461

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reference number

Conkers was registered in 2005. The nursery employs 11 members of childcare staff. Of these, 10 hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. 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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