Peaslake Nursery

Peaslake Nursery Colmans Hill, Guildford, GU5 9ST

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Inspection date

Previous inspection date 27 September 2017 6 May 2014

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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

 Children have formed very good relationships with staff. They are encouraged to complete activities for themselves and they freely seek the support of staff when needed. Children are happy, settled and confident.  Parents speak highly about the nursery. They comment on how their child's needs are met through detailed discussions between themselves and staff. Parents are pleased with the progress their children make, particularly in developing confidence and communication skills.  Regular risk assessments are carried out by staff indoors and outdoors. This helps to ensure that potential hazards are identified and removed, and the environment remains safe for children.  Managers and staff have established good links with other professionals and agencies who are involved in children's care. They use their partnerships with others to help provide consistent care for children.  Children benefit from regular opportunities to engage with nature as they play and

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This provision is good

learn in the varied outside environment, such as going on weekly 'forest walks'.

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It is not yet outstanding because:

 Staff do not always provide enough support for children who speak English as an additional language, to help them make their immediate needs known.  Sometimes, the organisation and placement of group activities means that older and most-able children cannot concentrate fully.

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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

 strengthen strategies to support children who speak English as an additional language in making their wants and needs known to others  improve the organisation of group activities to allow older children to concentrate without distractions.

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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 carried out a joint observation with the manager and they discussed their findings.  The inspector discussed planning and children's progress with key persons and the manager. She discussed staff suitability and qualifications, and the nursery's action plan with the manager.  The inspector spoke to staff about their knowledge of child protection and the procedures they follow to keep children safe.  The inspector spent time with and took account of the views of parents and children.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All staff know the possible signs of abuse and when and where to refer any concerns they may have about a child in their care. The manager effectively monitors staff performance, such as through individual support meetings. Staff are encouraged to enhance their own knowledge through regular training. As such, a recently attended music course has led to more opportunities for all children to engage with musical instruments around the setting. The manager and staff effectively evaluate their practice and areas of development for the nursery. They use these reflections to make improvements to their current practice, such as how to support boys more with early writing opportunities.

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Quality of teaching, learning and assessment is good

Staff use their observations to make assessments and plan for children's next steps in learning. They understand the different ways in which children learn, providing good resources, activities and support to meet their individual needs. For instance, children develop early literacy and imaginative skills as they engage in storytelling activities. Staff enhance traditional stories with pictures, puppets and props. They challenge and build on the children's thinking and understanding of stories through effective questioning. Staff provide lots of opportunities for children to engage in making marks in a variety of ways. For instance, when drawing arrows on the ground with chalk to show directions, which helps to develop children's emerging writing skills.

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Personal development, behaviour and welfare are good

All children behave well and show kindness towards each other. For example, they take turns with toys and resources and learn to value the needs of their friends. Older children help their younger peers to build tracks for their cars. Staff create opportunities for children to learn how to be independent from a young age. Children learn how to put on their coats and boots, as they gain confidence in their good physical coordination skills. There are good opportunities for children to develop their understanding of other people's similarities and differences in the wider world. For instance, when visiting, parents read stories in their native languages.

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Outcomes for children are good

All children, including those who are in receipt of funded education, are making good progress in their learning and development in readiness for school. They engage wholeheartedly in activities with imagination and energy. For example, when exploring how to move bricks across the playground and working together to build a long bridge. Children eagerly explore numbers, name colours and identify different shapes and objects as they play. They talk to other children and are very sociable in their play. For example, they chat to each other while waiting to go outdoors.

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Setting details

Unique reference number EY470264 Local authority Surrey Inspection number 1069849 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 20 Number of children on roll 12 Name of registered person The Peaslake Schools Trust Committee

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reference number

Date of previous inspection 6 May 2014 Telephone number 01306730411

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reference number

Peaslake Nursery registered in 2013 and is located near Guildford, Surrey. It is registered on the Early Years Register. The nursery is open from 9am to midday on Mondays and from 9am until 3pm on Tuesdays, Wednesdays, Thursdays and Fridays. There are four members of staff, two of whom hold qualified teacher status. The nursery receives funding for the provision of free early education to children aged two, three and four years.

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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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