High Hopes at Longview

High Hopes at Longview Longview Primary School, Astley Road, Liverpool, Merseyside, L36 8DB

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Inspection date

Previous inspection date 24 February 2017 14 August 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 Outstanding 1

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This provision is good

 Children develop excellent relationships with staff and each other. Staff are extremely caring. They are highly sensitive and considerate of children's and families' needs, and meet these very successfully. Children develop exceptionally good emotional well-being.  Staff give high priority to establishing partnerships with parents, including those who are harder to engage. Parents say the support they receive is exceptional and has a positive impact on children's learning and well-being.  Staff support children in learning through their play very effectively. For example, they provide high-quality, stimulating resources and activities that capture their enthusiasm.  The management team has effective procedures and policies in place to meet their professional responsibilities. Processes for monitoring the professional development of staff and the progress of different groups of children are thorough. The data collected

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This provision is good

informs the management's action plans to drive improvement.  Children's behaviour is good. The staff are kind and attentive. They act as good role models. They encourage positive behaviour and use praise effectively to support children's confidence and self-esteem.

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It is not yet outstanding because:

 Recent efforts to build partnerships with the other settings children attend are not yet fully implemented. This means that the impact that a coordinated approach has on children's learning and progress cannot yet be evaluated.  Staff do not support children well enough with developing their physical skills when they are learning how to use cutlery. For example, staff do not show them how to use a knife to cut up larger pieces of food at lunchtime.

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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 new initiatives to share information with the providers of other settings children attend and evaluate the impact this has on enhancing children's learning and progress  help children to acquire further physical and self-care skills by modelling how to use appropriate cutlery for the meal provided.

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Inspection activities

 The inspector had a tour of the premises, 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 deputy manager.  The inspector held a meeting with the nursery manager and deputy manager. She looked at relevant documentation and evidence of the suitability of staff working in the nursery.  The inspector spoke to 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. Thorough procedures are in place to ensure children's safety and well-being are prioritised. For example, the management team monitors all accidents regularly and reviews risk assessments to determine if any action is required. Staff have a very good understanding of child protection. They recognise the signs that may suggest children are at risk of harm and know how to report their concerns. They attend training to deepen their knowledge of a range of safeguarding issues. Supervision sessions are used to monitor staff's teaching skills and to identify any further training needs. For example, key staff have trained to deliver nationally recognised intervention programmes to promote children's speaking and listening skills. The experienced and qualified staff team is more confident in supporting children's communication, as a result.

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Quality of teaching, learning and assessment is good

All children make consistently good progress. This is particularly evident for children who have special educational needs or disabilities. Staff work effectively with health professionals to identify and provide targeted teaching strategies for individual children. Staff observe children's development and share their assessments with parents. The balance of child-led and adult-led activities provided allows children plenty of time to develop their own ways of playing. Children of all ages enjoy exploring, using all of their senses. Babies discover what ice feels like, explore musical instruments and mirrors and dig in sand. Toddlers pop bubbles, make marks in shaving foam and dig in soil. Pre-school children paint their hands, make mud pies and move water from one container to another. Staff know when to step back and when to join in in order to extend children's learning.

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Personal development, behaviour and welfare are outstanding

Strong key-person relationships are in place. Staff know each child and their family circumstances extremely well. A deep commitment to working closely with parents and other agencies underpins everything that staff do to support children's well-being. Staff ensure that those children who prefer to learn outside, have ample opportunities to do so throughout the day. Children thoroughly enjoy playing in the very well-resourced outdoor areas. They climb, crawl and balance on a range of equipment and become fully absorbed in imaginary play. Staff support children's growing ability to cooperate and understand simple rules as they lead group games, such as 'What's the time Mr Wolf?' Children learn about their local community and each other's culture, helping to promote their understanding of similarities and differences between people. Staff teach children about healthy food choices and support good oral hygiene practices.

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Outcomes for children are good

Children are very well prepared for their eventual move to school. They develop confidence and enthusiasm for learning and show curiosity and inquisitiveness as they play. Great efforts by staff ensure that all children can communicate their wants and needs and develop listening skills. Children develop age-appropriate independence and enjoy the responsibility of completing simple tasks.

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Setting details

Unique reference number EY335090 Local authority Knowsley Inspection number 1064877 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 0 - 9 Total number of places 57 Number of children on roll 129 Name of registered person Beechwood Educare Centre

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reference number

Date of previous inspection 14 August 2013 Telephone number 0151 477 8626

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reference number

High Hopes at Longview was registered in 2006. The nursery employs 18 members of childcare staff. Of these, 15 hold appropriate early years qualifications at level 2 or higher, including one with early years professional status. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 5.45pm. 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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