Seaside Nursery

Seaside Nursery Looe Primary School, Hay Lane, Looe, PL13 1JY

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Inspection date

Previous inspection date 24 January 2018 Not applicable

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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 providers/managers have not established an effective training and development programme, to help improve the quality of teaching and ensure that they can fulfil key roles and responsibilities effectively, such as for the special educational needs coordinator.  The support for children's learning varies. Not all activities are organised well enough to help children fully concentrate, to provide challenge and extend their learning.  The providers monitor children's individual progress well. However, they do not use their assessment information to further identify trends or emerging gaps in the learning of different groups of children, such as boys and girls.  The providers reflect on their provision and practice to identify areas for development. However, due to staffing problems, they have made little progress since registration to help improve outcomes for children. The providers do not engage all parents as well as

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It has the following strengths

 The providers work well in partnership with other settings, including the primary school. They share information on children's development to support continuity of care and learning.  Children are happy to arrive and settle well. They feel secure in the nursery and have warm relationships with the providers.

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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

 provide effective training and development opportunities, to improve knowledge and teaching skills, and support specific roles, including that of the special educational needs coordinator 20/05/2018

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Due Date

 review and improve the organisation of activities and support for children's learning, with particular regard to improving their mathematical development. 28/02/2018

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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 use of assessment information, to identify and then close any emerging gaps in the learning of all groups of children  develop more successful ways to involve parents fully in their children's learning.

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Inspection activities

 The inspector observed the providers and students working with the children.  The inspector observed children's activities and looked at a sample of development records.  The inspector held discussions with the providers, students and parents.  The inspector checked documentation, including qualification certificates and evidence of suitability.  The inspector checked policies and procedures, including those relating to complaints and safeguarding.

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Effectiveness of the leadership and management requires improvement

The providers have had some staffing difficulties since registration. They currently manage the setting. The special educational needs coordinator has left and remaining staff have not yet completed the required training to fulfil this role. Currently, this is not having a significant impact on children's care as there are no children who have special educational needs (SEN) and/or disabilities in attendance. The providers have focused on providing adequate care for children but have not looked at the quality of teaching and ways to improve this. This has a negative impact on the outcomes for children. Safeguarding is effective. The providers have a secure knowledge of how to identify that a child may be at risk of harm and what action to take in the event of a concern. There is a suitable induction procedure to check that students and new staff understand their safeguarding responsibilities.

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Quality of teaching, learning and assessment requires improvement

Overall, children listen generally well and take an active part in most activities. For example, children enjoy registration time as they learn the days of the week and practise letter sounds. However, at times, children lose interest before the end of an activity or are distracted by others in the room. The playroom has a variety of activities and resources for children to choose. For instance, children play happily with the sand and water. However, they are not consistently well supported in play to increase learning opportunities. Staff do not make good use of opportunities to promote children's mathematical development. The providers share information with parents about children's activities and progress. However, they have not considered different ways to work together to extend children's learning; for example, to increase children's literacy skills.

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Personal development, behaviour and welfare require improvement

The providers tend to the individual needs of children so that children are comfortable and content. Children benefit from regular physical exercise, such as in their daily 'wake up and shake up' sessions. They sing action rhymes and follow instructions, showing a clear understanding of what to do. Children are friendly and sociable, for instance, they say a cheery 'good morning' to all in the room. The providers encourage children's positive behaviour, such as to be polite and kind. They teach children to share and to understand the consequences of their behaviour on others. Children's play experiences, although generally enjoyable, do not build effectively on what children know and can do. The providers take children into school each day for lunch, to help them prepare for their future move. Children learn about healthy foods and dental care in the daily routines.

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Outcomes for children require improvement

Children make suitable progress from their developmental starting points. However, not all children make the progress of which they are capable. Children enjoy their play and being in the nursery. They develop some skills in readiness for school, such as developing their confidence and independence.

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Setting details

Unique reference number EY495421 Local authority Cornwall Inspection number 1036101 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 22 Number of children on roll 18 Name of registered person Diane Walder And Gail Spry Partnership

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reference number

Date of previous inspection Not applicable Telephone number 07832739842

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reference number

Seaside Nursery registered in 2016 and is a privately run partnership. The two providers have the roles of manager and deputy. The nursery operates from a separate room within Looe Primary School. It is open each weekday from 8am until 5.30pm, 50 weeks of the year. Care is available to children aged from two years. Both providers have early years qualifications at level 6. The nursery receives early education funding to provide free places for 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

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

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