Briery Kindergarten

Briery Kindergarten Ashbrooke Road, SUNDERLAND, SR2 7HH

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Inspection date

Previous inspection date 18 August 2017 17 February 2014

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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

 The manager does not have effective systems in place to monitor the regularity and accuracy of children's developmental assessments in order to ensure any gaps in their learning are swiftly identified and addressed.  Staff do not plan a wide range of experiences that challenges children's learning. Activities are not always focused to extend their prior learning.  The manager does not monitor the quality of teaching thoroughly enough to identify when teaching is less effective.  The information staff gain from parents when children start attending is not always detailed enough to clearly establish their starting points and measure their progress more accurately.  Staff do not consistently encourage children's independence. They sometimes carry out tasks for children that they are capable of managing themselves.

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It has the following strengths

 The environment is welcoming, bright and well organised. There is a good range of resources, toys and equipment for children to access. Children have fun and enjoy attending.  Staff are caring, kind and calm in their approach. Children have developed strong bonds with them. This helps children to feel safe and secure and supports their emotional well-being. Risk assessments are thorough and help to ensure children's safety.  Feedback from parents is positive. They describe how their children enjoy their time at nursery and settle well.

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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

 ensure that effective systems are in place to monitor the regularity and accuracy of children's developmental assessments to ensure that any gaps in children's learning and development are swiftly identified and addressed 01/09/2017

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Due Date

 improve planning for all children to ensure they are provided with a wide range of challenging and interesting experiences to support their progress 01/09/2017

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Due Date

 provide more effective support and guidance for staff to improve the overall quality of their teaching and outcomes for children. 01/09/2017

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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

 improve the information collated from parents regarding children's prior learning and development so that it can be used to improve the accuracy of planning and assessment from the start  provide more opportunities for children to manage tasks for themselves.

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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 nursery manager.  The inspector held a meeting with the nursery 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 requires improvement

Safeguarding is effective. Staff demonstrate a secure knowledge of the signs and symptoms of possible child abuse. Suitable recruitment, vetting and induction procedures help to ensure children are cared for by suitable adults. Assessments of children's learning are not robust enough. The manager does not monitor the accuracy and regularity of assessments made of children's learning and development. This does not ensure that any gaps in children's learning are swiftly identified and addressed. In addition, staff do not gather precise information about what children already know and can do when they first start at the nursery to establish their abilities accurately. Staff have regular one-to-one meetings with the manager to discuss their work or any concerns they have. However, systems and checks to ensure the quality and consistency of children's experiences are not effective. The manager and her team are keen to improve practice.

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Quality of teaching, learning and assessment requires improvement

Staff observe children as they play. However, they do not demonstrate a secure understanding of how to track children's progress. Children's assessments are not completed frequently enough and do not always reflect their true capabilities. Staff plan some interesting activities that reflect children's interests indoors and outdoors. For example, children use various rollers and brushes to make marks with paint. Outdoors children search for various bugs with magnifiers. However, staff do not always know how to use the activities well to build on children's learning and provide them with challenges. Staff promote children's communication and language well. For example, they model words clearly for children and use stories and signing to help children extend their vocabulary. Staff share children's achievements with parents and provide them with ideas to support learning at home.

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Personal development, behaviour and welfare require improvement

Children form bonds with familiar staff, who are kind and nurturing towards them. They seek to try things for themselves, such as pouring their own drinks. However, staff often complete manageable tasks for children and miss opportunities to support them with their developing self-help skills. Overall, children's behaviour is good and they know what is expected of them. Children's care needs are met. They learn about healthy eating and enjoy daily outdoor play, which helps develop their physical skills.

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Outcomes for children require improvement

Most children are working comfortably within the range of development typical for their age. However, some children do not progress as well as they might due to weaknesses in teaching and assessment procedures. Nevertheless, children enjoy their time at the nursery and gain some valuable skills to prepare them for their future learning. For example, they start to understand about shape, colour and number. Children freely access books and listen well as staff read stories to them.

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Setting details

Unique reference number EY393491 Local authority Sunderland Inspection number 1102191 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 5 Total number of places 50 Number of children on roll 28 Name of registered person Briery Kindergarten Ltd

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reference number

Date of previous inspection 17 February 2014 Telephone number 0191 5110607

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reference number

Briery Kindergarten registered in 1992. The nursery employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and above. The nursery opens Monday to Friday all year round. Sessions are from 8am to 5.30pm. 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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