Get Set Go Nursery

Get Set Go Nursery Cumberland Infant School, Methuen Road, Southsea, Hampshire, PO4 9HJ

p.1

Inspection date

Previous inspection date 30 June 2017 2 June 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The children form strong attachments to the staff. Children are keen to learn in the safe and welcoming environment where they are valued and respected.  Staff are good role models for children. They are kind and polite, and remind children to use good manners. Staff praise children for their achievements, which helps children to develop good levels of self-esteem.  All children make good progress in their learning. Staff work continuously to ensure that parents are fully involved in their children's development. Staff use this information to plan next steps and further support children's learning.  Staff give clear messages to children about keeping clean and healthy. Children learn the importance of washing their hands, such as after messy play and before eating.  Children's independence is supported as they are encouraged to make their own decisions in play. They have access to a wide range of good-quality resources.

p.1

This provision is good

 The manager and staff have very good relationships with the host school. For example, they regularly share some of the school's facilities and the Reception teachers frequently visit the nursery, helping children to be emotionally ready for their move on to school.

p.1

It is not yet outstanding because:

 Although parents are positive about the pre-school, some parents feel their views and opinions are not sought with regards to the ongoing evaluation of the nursery.  The overall systems to monitor children's progress are not sharply focused enough to analyse the impact of teaching or progress made for specific groups of children, to close gaps or extend learning more quickly.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 increase ways to involve parents in the evaluation of the service provided and regularly seek their views to help identify improvements, to help raise the quality of the nursery even more  develop further the monitoring of children's development so that any differences in the progress made by specific groups of children can be clearly identified, analysed and addressed accordingly.

p.2

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 undertook a joint observation with the manager.  The inspector spoke to a number of parents during the inspection and took account of their views.  The inspector spoke with staff and children at appropriate times throughout the inspection.  The inspector held a meeting with the nursery manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. Staff have a good understanding of the procedures to follow if they are concerned about the safety or welfare of a child. Staff carry out daily risk assessments of the premises, to ensure all shared outdoor spaces are safe and secure. For instance, staff check that all access gates are closed and secure before the children play outside. The manager values her staff team and supports their continued professional development well, such as through accessing ongoing training events and by supporting their desire to improve upon their existing relevant childcare qualifications. The manager uses additional funding wisely, ensuring that children are well supported during their time at the nursery, which helps all children make strong progress in working towards their expected outcomes in learning.

p.3

Quality of teaching, learning and assessment is good

Staff are well qualified and have a good knowledge of child development. They provide children with good opportunities to talk. For example, they use skilled questioning techniques which encourage children to answer in a detailed manner. They listen attentively when children share their ideas and experiences, such as during discussions about where we live, places of origin or holiday locations when looking at the world map. Staff build on children's mathematical development well. They teach children about numbers, shapes and measurement in enjoyable ways, for example, through using weighing and balancing scales in the water tray. Staff encourage children to work things out and test ideas, for instance, when mixing different dry coloured powder paints and eventually adding small amounts of water to make a paste with which to paint.

p.3

Personal development, behaviour and welfare are good

Children learn about the wider world effectively. For instance, they take part in celebrating different cultural festivals. They play with resources which help positively teach them about differences and similarities. Children learn about healthy eating in creative ways. For example, they make fruit smoothie drinks to share with everyone during snack time. Staff incorporate safety practices into the children's games, such as by providing life jackets and arm bands to promote water safety during role-play activities with a dinghy. The large outdoor area provides a challenging range of opportunities for children to increase their larger physical skills.

p.3

Outcomes for children are good

All children, including those who speak English as an additional language, make good progress in relation to their starting points and develop the skills needed for the next stage in their learning and school. Children's independence is promoted well. For instance, staff encourage them to complete simple tasks, such as selecting their own snacks, pouring their own drinks and attending to self-care needs. Younger children are encouraged to explore textures and develop their physical skills through play with sand, dough and shaving foam. Older children are self-assured and talk freely and enthusiastically to staff and visitors about what they are doing.

p.3

Setting details

Unique reference number 143471 Local authority Portsmouth Inspection number 1089662 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 2 - 4 Total number of places 31 Number of children on roll 51 Name of registered person Get Set Go Nursery Limited

p.4

reference number

Date of previous inspection 2 June 2015 Telephone number 0239 2822333

p.4

reference number

Get Set Go Nursery registered in 1994. It is a privately owned nursery that operates from within Cumberland Infant School in Southsea, Hampshire. The nursery opens daily during term time only. It offers three morning-only sessions on Monday, Wednesday and Friday from 8.30am to 1.30pm, and two full-day sessions from 8.30am to 4pm on Tuesday and Thursday. There are six members of staff. The manager holds a teaching certificate and five other staff members hold suitable childcare qualifications ranging from level 2 to level 4.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5