Overton Children's House

Overton Children's House St. Lukes Hall, Winchester Street, Overton, Basingstoke, Hampshire, RG25 3HT

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Inspection date

Previous inspection date 28 June 2018 24 September 2015

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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 provider/manager and her long-serving staff team work well together. They strive to improve continually the care and early education that children receive. They regularly reflect on what they do and gain the views of parents to inform ongoing improvements.  The key-person system works very well. Staff form strong bonds and attachments with children. They positively promote a nurturing, calm environment, which helps children to feel valued, safe and secure.  Staff are well aware of each child's needs and preferred learning styles. Children who have special educational needs are very well supported. Staff put effective programmes in place to help all children make good developmental progress from their starting points.  Children are highly motivated and eager to join in. They concentrate on their chosen activities, sometimes for sustained periods.

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It is not yet outstanding because:

 Staff do not provide many opportunities for children to develop and use their home languages in their play and learning.  The provider does not make the best use of all opportunities to build and develop links with other early years settings that children attend, to support continuity in children's care and learning 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

 further develop children's understanding of their home languages and their heritage in their play and learning  develop greater partnerships with other early years settings that children attend, to support consistency in children's care and learning even further.

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Inspection activities

 The inspector observed the quality of teaching during activities, both indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke to parents and took account of their views through written feedback provided.  The inspector spoke with the staff and children at appropriate times during the inspection.  The inspector completed a joint observation of an activity with the manager.  The inspector held a meeting with the provider/manager. She sampled various documents, including children's online learning records and evidence of the suitability of adults working in the setting.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The manager and staff have a secure knowledge of how to protect children's welfare. All staff have completed safeguarding training. The manager monitors staff practice regularly and motivates individual staff well to pursue relevant professional development opportunities. All staff are passionate about the service they offer and are very keen to continue to develop their practice. For example, following a recent Montessori conference, they have started to design and introduce a 'peace corner', providing a reflective, peaceful space for children to go to. Children's progress is regularly tracked by the manager so that any gaps in their learning are swiftly and precisely identified and targeted in partnership with parents. Parents receive good information about their children's development and care. They comment that their children have flourished in the secure and welcoming environment and that the staff

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Quality of teaching, learning and assessment is good

Staff know the children extremely well. They gather good information from parents about their children, which they use to plan for children's individual learning needs from the start. Staff interaction is lovely. They know when to stand back and observe and when to intervene to extend children's learning gently. Staff encourage children to develop strong mathematical skills. For example, they provide three-dimensional puzzle activities, such as the 'trinomical' cube. Children persevere to fit varying blocks together to reconstruct the cube, showing great skill. Children are given plenty of time and space to explore at their own pace and try things for themselves. They show good imagination as they make 'rainbow cakes' with play dough, and warn staff to be careful as they are hot.

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Personal development, behaviour and welfare are good

Children enter the setting very confidently and happily greet the staff. Some children laugh as they push their parents out of the door, showing a strong sense of security. Children are confident to talk to visitors to the setting and show pride in their 'learning journey' scrapbooks. Staff encourage children to take photographs of their work with tablet computers, which are then added to their learning journeys. Children are well behaved and help to care for their environment, such as watering the vegetable patch outside. Staff give lots of praise, which boosts children's self-esteem.

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Outcomes for children are good

Children are learning the key skills they need for the next stage in their learning and eventual move to school. They have good opportunities to develop an interest in their community, such as visiting a local residential care home to sing. Children develop early literacy skills and their independence and self-care skills are very well promoted. For example, they change their shoes to play outside and wash their own cups and plates after mealtimes as part of the daily routine.

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Setting details

Unique reference number EY421268 Local authority Hampshire Inspection number 1131132 Type of provision Full-time 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 30 Name of registered person The Childrens House (Hampshire Ltd)

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reference number

Date of previous inspection 24 September 2015 Telephone number 01256 770197

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reference number

Overton Children's House registered in 2011. It operates from St. Luke's Hall in Overton, Hampshire. The nursery school is open on Monday, Tuesday, Thursday and Friday from 9am to 3pm, and on Wednesday from 9am to 12.30pm. A total of four staff work at the setting, two of whom hold level 5 qualifications. The nursery school follows the Montessori approach to learning.

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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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