Squirrels Nursery School

Squirrels Nursery School Camberley Baptist Church, Frimley Road, Camberley, Surrey, GU15 3EN

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Inspection date

Previous inspection date 12 June 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 manager is passionate about providing good-quality care and learning for children. She is experienced and ambitious in her role, and leads her staff team well.  Staff implement their key-person approach effectively. They get to know children and families well. Staff are kind and nurturing, and children are happy in their care.  Staff work closely with local schools and other professionals to provide a shared approach to supporting children's needs. Outcomes for children are good.  Staff regularly observe, assess and monitor children's learning, to aid their progression. Additional funding is used effectively to support children's learning, where they need it most. Children consistently make good progress in their learning.  Staff use the new skills they gain from training well. For instance, they use creative ideas to build on children's writing skills, particularly to support those children who

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It is not yet outstanding because:

 On occasions, some group activities are not organised to meet the differing ages and abilities of children, particularly when supporting younger and less-confident children.  Staff do not gain a full range of information about what children know and can do when they first start, to plan for their learning from the very beginning.

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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

 develop further the organisation of group activities, particularly to meet the needs of younger and less-confident children more consistently  extend the range of information gathered from parents and/or carers when children first start, to help plan for their learning needs from the very beginning.

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Inspection activities

 The inspector spoke to staff, children and the management team, at appropriate times during the inspection.  The inspector observed children's play and staff's interaction with children, and viewed the toys, resources and equipment.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector completed a joint observation with the manager.  The inspector checked evidence of the suitability of the staff team, looked at a selection of children's records, and discussed safeguarding procedures and the self-evaluation process.

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Effectiveness of the leadership and management is good

Safeguarding is effective. All staff have a good understanding of their roles and responsibilities in keeping children safe. They know what action they would take if they had concerns about the welfare of a child. Staff recruitment procedures are robust, to ensure the suitability of all staff who work with children. The staff team works well together, and the manager monitors and supports her staff well. Regular meetings provide opportunities for staff to share ideas and discuss good practice. The manager reviews the quality of the setting and children's progress regularly. This helps to ensure outcomes for children continually improve.

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Quality of teaching, learning and assessment is good

Staff are well qualified and have a good understanding of how children learn. The learning environment is well resourced and staff provide children with a variety of interesting activities. Staff interact positively with children and challenge their thinking. For instance, staff help children to think about what might happen when they mix yellow modelling dough and blue paint. Later, children excitedly recount what happened to other members of staff. Staff teach older children how to use simple number skills when playing games. They help to build younger children's vocabulary skills well. For example, they teach children the names of animals and help them sound out new words, to build on their communication skills. Staff make regular assessments of children's learning and share key achievements with parents regularly, to keep them informed of their progress.

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Personal development, behaviour and welfare are good

Staff help children to learn about positive behaviour. They are good role models and treat children with kindness and respect. Children take turns with toys and resources, and learn the value of respecting their friends' needs. Staff promote children's good physical skills through a range of activities which motivates children's play. For instance, younger children enjoy using bicycles and tricycles as they learn how to push the pedals with their feet. Staff help children to learn routines that promote their physical health and well- being. For instance, they help children learn the importance of brushing their teeth, as children learn to manage some age-appropriate tasks independently.

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Outcomes for children are good

All children, including those who speak English as an additional language and those for whom the setting receives additional funding, make good progress. Children gain skills that help them prepare well for their future learning. They gain good listening and attention skills, and are enthusiastic and motivated learners. Older children learn how to write independently and they use numbers purposefully in their play. They are self- assured and enjoy taking responsibility for some tasks in the nursery, such as feeding the fish.

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Setting details

Unique reference number EY485311 Local authority Surrey Inspection number 1004422 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 50 Number of children on roll 31 Name of registered person Squirrels Nursery School Partnership

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reference number

Date of previous inspection Not applicable Telephone number 01276 65536

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reference number

Squirrels Nursery School registered in 2015. The nursery operates from Camberley Baptist Church in Camberley, Surrey. The nursery is open each weekday from 9.15am to 3.15pm, during term time only. The nursery receives funding for the provision of free early education for children aged two, three and four years. There are seven members of staff who work at the nursery, five of whom hold early years qualifications at level 3. The manager holds a qualification at level 6 and one member of staff has achieved early years professional status.

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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

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