Adlington Community Nursery

Adlington Community Nursery Adlington Community Centre, Railway Road, Adlington, CHORLEY, Lancashire PR6 9RF

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Inspection date 11 September 2018 Previous inspection date 25 June 2014

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Staff form secure and trusting bonds with children and their families from the outset. Children, including those who are new to the nursery settle quickly and demonstrate that they feel emotionally secure in their surroundings. n Staff observe children and make regular and precise assessments of their progress. They use this information and children's individual interests well, to plan a wide range of exciting and fun activities. This help to ensure children meet the next steps in their learning. n Staff are excellent role models. They encourage children to be kind and courteous with each other. Children clearly demonstrate their understanding of expected behaviour. They share, take turns and have good manners. Staff provide constant praise for their efforts. This gives children a real sense of achievement. n Partnerships with other professionals involved in children's learning and care are firmly

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The provision is good

established. Staff act quickly to address any concerns and implement robust procedures to meet children's individual needs and help them make the best possible progress. n Children are encouraged to be physically active and lead a healthy lifestyle.

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It is not yet outstanding because:

n Procedures for gathering and sharing information with parents about children's learning and development are not consistently implemented by all staff to help children to make the best possible progress. n Although, overall, supervision sessions support staff to maintain their professional development, the manager does not yet provide them with individual and incisive feedback about their teaching to raise this to the highest possible levels.

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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

n review supervision arrangements so staff are provided with incisive feedback on the quality of their teaching so this can be raised to the highest possible levels n strengthen systems for gathering and sharing information with parents about their child's development and progress, and use the information to enhance planning and to support parents to extend their children's learning at home.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this had on children's learning and development. n The inspector spoke to the staff and children throughout the inspection. n The inspector completed a joint observation with the nursery manager and discussed this with her. n The inspector held a meeting with he manager. She looked at relevant documents and checked evidence of the suitability of staff. n The inspector spoke to some parents and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff have a secure understanding of what to do if they are concerned about the safety or welfare of a child and know who to contact. The setting is safe and secure, and recruitment procedures are robust. The dedicated management team regularly seeks the views of children and parents to set priorities for improvement. Staff are encouraged to attend courses to maintain their professional development. The manager and staff closely monitor the progress made by individual children and act quickly to address any gaps in learning. For example, they have extended resources and implemented activities, to successfully raise the progress made by children in mathematics. Funding is used effectively to maximise individual potential and raise outcomes for all children.

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Quality of teaching, learning and assessment is good

Staff are well qualified and experienced. Overall, they interact positively with children and enthusiastically take part in their play. Children enjoy sharing their thoughts and ideas with staff and have active imaginations. They confidently use the available resources to reflect on their own experiences. For example, they use the blocks to make a pretend car. Staff engage in meaningful conversations with children, they listen carefully and allow them time to think and respond. Staff encourage children to think critically and solve problems. For instance, children work together to find the correct shaped blocks to make a tower. Staff make good use of these opportunities to extend children's mathematical skills. They talk to children about concepts, such as 'tall' and 'short'. Additionally, children count the blocks, estimate how many more they need and predict how many blocks it will take for the tower to fall.

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Personal development, behaviour and welfare are good

Independence and self-care are effectively promoted. Children are encouraged to manage their own personal hygiene needs according to their age and stage of development. Additionally, they demonstrate their good independence as they put on their own coats and shoes and help staff with tasks, such as setting the table and cleaning away. Children demonstrate pride in their achievements as they confidently fulfil their roles. Staff help children to gain an understanding of keeping themselves safe. For example, children know to hold the handrail when they use the stairs. The warm and welcoming learning environment is organised to help children make independent choices in their play. Children are motivated and eager to learn.

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Outcomes for children are good

Children are gaining the skills needed to be ready for their future learning and school. They listen perceptively during circle-time activities and confidently talk about their favourite things and home life. Children are curious, ask questions and demonstrate patience. They develop excellent social skills as they work together to problem solve and share their ideas. Children who have special educational needs and/or disabilities and those in receipt of the early years funding are well supported and make consistent progress.

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Setting details

Unique reference number EY388234 Local authority Lancashire Inspection number 10059809 Type of provision Full day care Registers Early Years Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 30 Number of children on roll 40 Name of registered person Adlington Community Nursery

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reference number

Date of previous inspection 25 June 2014 Telephone number 01257 483479

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reference number

Adlington Community Nursery registered in 1992. The nursery opens from Monday to Friday, term time only. Sessions are from 8.30am until 3pm. The nursery employs six members of childcare staff. Of these, all staff hold appropriate early years qualifications at level 3 and above. The nursery provides funded early education for two-, three- and four- year-old children.

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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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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