Belah Community Centre Nursery

Belah Community Centre Nursery Belah Community Centre, Briar Bank, CARLISLE, CA3 9SR

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Inspection date

Previous inspection date 21 November 2017 25 February 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

 Managers and leaders are ambitious for the success of the nursery. The manager uses daily influential quotes. This helps to motivate and enthuse staff to provide the very best of care and learning opportunities for children attending.  Staff form good links with local schools. They use effective strategies, such as encouraging children to practise putting on their new uniforms and physical education kit independently, to help enhance their self-care skills ready for their move to school.  Staff's positive and caring attitudes are filtered through their good teaching. They involve children in experiences, such as sourcing healthy foods to donate to food banks, to help those who are less fortunate than themselves. This contributes towards children adopting a sense of respect and care for others in the wider community.  Partnerships with parents are good. Staff liaise very closely with parents of children

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This provision is good

who speak English as an additional language. They encompass children's home languages in order to support their overall developing use of language, including English.  Staff use their good knowledge of each child, together with information from their accurate observations, to plan activities that, generally, build on what children know.

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It is not yet outstanding because:

 Staff do not analyse and utilise the information gathered through detailed tracking precisely enough in order to help specific groups of children to make rapid progress.  On occasions, staff do not intervene swiftly enough to help children find solutions to the problems that they come across during play and activities.

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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

 use more rigorous and precise methods to analyse information about the progress that specific groups of children are making, and utilise this effectively to help all children to make rapid progress  strengthen teaching and intervene more swiftly to assist children in finding solutions to the problems they encounter during play and activities, so that outcomes for children are raised to the highest levels.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector conducted a joint observation with the manager during a planned activity.  The inspector held a meeting with the provider and manager. She spoke with staff and children at appropriate times during the inspection.  The inspector looked at evidence of the suitability of staff, policies and procedures, risk assessment records, children's learning files, a record of staff qualifications and training and the provider's self-evaluation documents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Managers and leaders ensure that all staff have a good knowledge of child protection procedures. Regular training and support from others, such as a child nurse, help to ensure that staff are most responsive in the event of an accident or emergency. Comprehensive written risk assessments cover all aspects of safety and are reviewed regularly. Recruitment and induction procedures are thorough. Supportive mentors, in-house training and regular supervision meetings focus intently on ensuring that staff are highly skilled. Staff continually evaluate their provision and take account of the views of parents and children. They have clear plans in place for the outdoor area, to further enhance children's play and exploration. Overall, tracking is used well to secure timely interventions. Staff engage all parents in their children's learning effectively.

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Quality of teaching, learning and assessment is good

Well-qualified staff have high expectations of what children can achieve. Activities, on the whole, are challenging and fun and support children's continued good progress. Young children enjoy building on their interest of the natural world. They use tools for a purpose, such as when making bird feeders, to aid good physical skills. Staff encourage older children to make predictions and test out their own theories to help extend their knowledge of why things happen. Routine opportunities, such as registration time, are used well to increase children's knowledge and understanding. For example, staff's well- posed questions help children to communicate links between pictures they observe and concepts, such as hot and cold. This is swiftly extended to seek children's knowledge of the aspects they need to consider to stay safe, such as what to do in the event of a fire.

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Personal development, behaviour and welfare are good

Children form secure attachments with their key person. Staff create an inclusive environment where all children are highly valued. Parents are welcomed to stay with their children for a short while on arrival, helping children to feel happy and settled as parents depart. Staff engage children in healthy initiatives to teach them about the importance of adopting good oral health routines, such as brushing their teeth regularly. Children have fun playing outdoors in the fresh air and show a good understanding of the different types of clothing that need to be worn to help maintain their good health. Meaningful experiences are planned in support of promoting positive attitudes. For example, regular visits from a community police officer help children to build up a sense of trust in the police force and add to their knowledge of staying safe and adopting positive behaviour.

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Outcomes for children are good

All children develop the skills they need for their next stages in learning, including school. Young children explore freely and independently. They form special friendships and work together with others to achieve a common goal. Older children form recognisable letters when writing their name and listen to stories with great attention. They manage their own personal care needs with confidence. Children display impeccable manners.

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Setting details

Unique reference number EY466143 Local authority Cumbria Inspection number 1102594 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 26 Number of children on roll 17 Name of registered person Belah Community Centre Nursery

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reference number

Date of previous inspection 25 February 2014 Telephone number 0776 546 5406

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reference number

Belah Community Centre Nursery originally registered in 1991 and re-registered in 2013. The nursery employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3, including one with early years professional status. The nursery is open Monday to Friday, from 9am until midday, during term time. It 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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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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