Barn Owls

Barn Owls Pirrie Park Bowling Club, 78a Wilton Crescent, Southampton, SO15 7QE

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Inspection date

Previous inspection date 26 April 2018 12 July 2017

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 The ambitious owner has high expectations of her staff. She continually strives to improve the setting to ensure the best possible outcomes for children. She accurately identifies areas for development and implements positive changes.  Staff provide children with a rich, stimulating and exciting learning environment. They regularly observe children and use their assessments very effectively to plan for what children need to know next. Children enjoy coming to the pre-school and make good progress in their learning from their individual starting points.  Key persons form positive and trusting relationships with children and support their emotional well-being very effectively. Staff provide a consistent and positive approach to managing children's behaviour. Children gain a very strong understanding of how to keep themselves safe and healthy.  Partnerships with parents are strong and support consistency in children's learning well.

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This provision is good

Staff guide parents effectively on how to support children's learning further at home. Parents are very complimentary about the nursery and support they receive.

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It is not yet outstanding because:

 Occasionally, staff do not use highly effective questioning to extend children's thinking skills and promote a deeper understanding of learning.  Systems to monitor groups of children's progress, to ensure that emerging gaps in learning are swiftly addressed, are not fully embedded.

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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 questioning more effectively to fully extend and challenge children's thinking skills  embed systems to monitor groups of children's progress to ensure that emerging gaps in learning are swiftly identified and addressed.

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Inspection activities

 The inspector observed children's play during indoor and outdoor activities.  The inspector discussed children's progress with staff. She looked at a sample of documentation, including staff suitability checks, and accident and incident records.  The inspector spoke with the staff, children and parents at appropriate times during the inspection. She held a meeting with the owner and a representative of the local authority.  The inspector conducted a joint observation of an activity for the older children with the owner.

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Effectiveness of the leadership and management is good

The staff team, under the strong leadership of the owner and deputy, works effectively together to improve outcomes for children. Recruitment and vetting procedures are robust and new staff are well inducted into their roles. This helps to ensure they have a good understanding of their roles and responsibilities from the start. The provider conducts regular staff supervisions and successfully identifies and supports staff through in-house training, quizzes and team projects to improve their effectiveness. Staff undertake further training, including building on their existing childcare qualifications. Safeguarding is effective. Staff have a secure understanding of their duty to safeguard children and the procedures to follow if they are concerned about the welfare of a child. They are well deployed to ensure children's safety and support their learning.

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Quality of teaching, learning and assessment is good

The well-qualified staff team uses its training and experience well to meet children's learning needs. Staff provide a wide variety of play and learning experiences indoors and outdoors that follow children's interests very successfully. For example, children look through microscopes to explore the mini-beasts they have gathered in the garden. Older children have fun taking part in experiments, such as using pipettes to transfer coloured water into tubes, or research items that they have found outside on the internet. Staff support children's communication and language development effectively. For example, they use simple language or action signs with children who need extra help to develop their language skills, such as those who speak English as an additional language.

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Personal development, behaviour and welfare are good

The environment is stimulating with interesting resources that encourage children to investigate and to explore their own ideas. They thoroughly enjoy being physically active in the outdoor environment. For example, younger children mould and shape seeds into bird feeders and design and create a home for the bugs they find in the garden. Staff are good role models and help children to behave positively. They encourage children to show respect, take turns with toys and listen to instructions. Children develop a good understanding of diversity and the wider world beyond their current experience.

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Outcomes for children are good

All children are confident, motivated learners who behave well and show high levels of independence. They confidently choose activities that interest them and show good levels of concentration while they complete tasks. Children recognise their names in print and older children confidently link sounds to letters in their names and write for a purpose. They learn a wide range of skills that helps them to be well prepared for the next stage in their learning and school.

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Setting details

Unique reference number EY500884 Local authority Southampton Inspection number 1109596 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 5 Total number of places 40 Number of children on roll 40 Name of registered person Joanna Stallard

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reference number

Date of previous inspection 12 July 2017 Telephone number 07759722970

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reference number

Barn Owls registered in 2016. It operates Monday to Friday from 8.30am until 5.30pm, all year round. The pre-school receives funding for the provision of free early education for children aged two, three and four years. A team of six staff, including the owner, works with the children, and all except one are qualified in early years from level 3 to level 6. The provider/manager holds early years teacher status.

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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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