Nestots Day Nursery

Nestots Day Nursery Nescot College, Reigate Road, Epsom, Surrey, KT17 3DS

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Inspection date

Previous inspection date 7 August 2017 10 June 2015

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Teaching is not consistently good across the nursery. Some staff are better than others in supporting children’s learning.  Not all staff keep accurate records about the progress children make. In some cases, staff are slow to respond to signs a child may be slipping behind in their learning.  Staff do not consistently use the outside area effectively to enrich children’s learning.  On occasions, staff do not take full account of what they know children can and cannot do. Some planned activities offer limited challenge to some of the brighter and most able children.  Leaders are not using information about how children learn to make sure that any gaps in children’s learning are closing.  Some staff work closely with local schools to help children become ready for starting school. However, other staff have not made links and are unfamiliar with the schools to which children are moving.

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It has the following strengths

 Despite only being in post for a very short time, the new nursery manager has quickly identified where significant improvements are needed. She has already made many positive changes, but it is too soon to see the impact of some of these.  Children are happy in the nursery. They make friends easily and develop very close relationships with the staff.  Staff give good attention towards keeping children safe and secure.  Parents have noted the positive changes the new management team is making.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 improve the quality of teaching to a consistently good or better standard across the nursery 31/12/2017

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Due Date

 ensure staff maintain precise and accurate assessments which quickly identify any child who may be at risk of slipping behind in their learning and development 16/10/2017

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Due Date

 make better use of the outside area, especially for those children who learn better outdoors 04/09/2017

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Due Date

 improve the way in which staff use information gained through the assessment process to make sure all activities consistently challenge children and help them to make good or better progress in their learning and development 16/10/2017

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Due Date

 develop systems to more accurately identify how any gaps in individual children's learning, or groups of children, are closing. 16/10/2017

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Due Date

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

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Due Date

 consistently develop effective links with local schools to help prepare all children effectively for starting school.

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Inspection activities

 The inspector observed the quality of teaching during activities inside and outside.  The inspector talked to children and staff at convenient times throughout the inspection.  The inspector carried out a joint observation with the nursery manager and assessed how well leaders monitor the quality of teaching.  The inspector took account of the views of a small number of parents who were available during the inspection.  The inspector looked at a sample of documentation, including staff records, training certificates, the complaints log and the nursery's policies.

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Effectiveness of the leadership and management requires improvement

Significant changes have taken place within the nursery over the last few months. Until recently, staff have lacked clear direction. Procedures for monitoring their practice have not been effective enough in identifying the variations in expertise and staff confidence. Despite there being a good number of staff with higher level qualifications, these skills have not been utilised fully to improve the quality of teaching overall. The new leadership team has quickly recognised where practice is not yet good. Detailed action plans are in place, but it is too soon to see the impact of all the improvements being made. Effective support is now being provided by the senior leadership team of the college. Safeguarding is effective. Staff know their responsibilities well and have the relevant knowledge to act quickly if they are concerned about a child's well-being.

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Quality of teaching, learning and assessment requires improvement

Previous nursery leaders have not monitored assessment arrangements closely enough. Some staff are far more confident than others in supporting children's learning. Where practice is weaker, staff do not plan activities that will challenge children as they have not monitored children's development accurately. Staff do not always act upon information gained through assessment quickly enough. For example, when staff note a child is not reaching expected levels of development, any support they provide is slow to start. Staff do not consistently use the progress checks for two-year-olds effectively to identify any child who may be at risk of slipping behind. When teaching is good, staff interact with children well. They engage their interest and help children to develop their speaking and listening skills, as well as their number, literacy and mathematical awareness.

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Personal development, behaviour and welfare are good

Children are confident and sociable. They arrive at nursery with enthusiasm. Older children are kind and caring towards the younger children. The family ethos within the nursery is strong. Children behave well. They share and take turns in their play. Staff help children to feel good about themselves and to celebrate their achievements. Good attention is paid towards listening to children's views and taking account of these in the planning of new activities. Babies and younger children show they feel emotionally secure with staff as they snuggle up to them and approach them for comfort and reassurance. The support for children's well-being is good.

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Outcomes for children require improvement

Children make different levels of progress across the nursery. The learning potential for those who prefer to learn outside is restricted as staff do not utilise this area as well as they could. Leaders have not been able to check that all groups of children achieve as well as each other. This means some children may be achieving less well than others. Most children are well prepared for starting school as the majority of staff have established effective links with the local schools. However, this practice is inconsistent as some staff have not made any links at all. This means some children have fewer opportunities to talk about their new school and be ready to make the move confidently.

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Setting details

Unique reference number EY264479 Local authority Surrey Inspection number 1091738 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 5 Total number of places 54 Number of children on roll 98 Name of registered person Nescot Further Education Corporation

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reference number

Date of previous inspection 10 June 2015 Telephone number 0208 3943371 DDL

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reference number

Nestots Day Nursery registered in 2003 and is run by NESCOT Further Education Corporation. The nursery operates from a purpose-built, single-storey building set within the grounds of Nescot College, in Epsom, Surrey. It opens from Monday to Friday, between 8am and 6pm, for 50 weeks of the year. A team of 20 staff works with the children. Of these, two members of staff have gained early years professional status, the nursery manager is qualified to degree level, two members of staff have a foundation degree, and the remaining staff are qualified to level 2 and level 3 or working towards a qualification.

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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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