The Mulberry Bush Bitterne Park

The Mulberry Bush Bitterne Park Witts Hill, Southampton, Hampshire SO18 4QG

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Inspection date 18 October 2018 Previous inspection date Not applicable

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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The provision requires improvement. It is not yet good because:

n Leaders do not successfully monitor staff's teaching skills to ensure that the quality is consistently good. Consequently teaching across the team is variable. Not all staff have a secure knowledge of how to plan effective adult-led activities and to successfully build on what each child knows and can do. n The key-person system in the baby room is disorganised. Staff do not have clear understanding of their role and as a result children experience a haphazard approach to their day-to-day care and learning. n Self-evaluation is not accurate and does not involve all of the staff team in the vision of the nursery.

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It has the following strengths

n Overall a welcoming and stimulating play environment is provided with rich and inviting play spaces to encourage children to participate and learn. Children particularly relish playing outdoors and there is strong focus on children's physical development and being healthy. n Staff have a good knowledge of special educational needs and identify children who are below expected levels of development. They work well with other agencies to support children's specific needs. n Partnership with parents is strong. A thriving parent committee is involved in the management of the nursery and parents receive regular information on children's progress. Staff provide families with resources to help the children learn at home.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure teaching is closely monitored by management to identify strengths and areas for improvement for individual staff 23/11/2018

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What the setting needs to do to improve further

improve the quality of teaching and the planning of adult-led activities to ensure children receive a consistently good level of challenge which precisely matches their learning needs 23/11/2018

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What the setting needs to do to improve further

develop staff understanding of the role of the key person to help ensure that every child's care is tailored to their needs, helps them become familiar with the setting and offers a settled relationship for each child. 23/11/2018

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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 develop self-evaluation processes to more effectively identify breaches in requirements, areas for improvement and the strengths of setting.

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What the setting needs to do to improve further

Inspection activities n The inspector took account of the views of parents spoken to on the day. n The inspector carried out a joint observation with the manager. n The inspector held discussions with the manager and leadership team and looked at relevant documentation. n The inspector observed children's play and learning activities inside and outside, and talked to children.

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Effectiveness of leadership and management requires improvement

The leaders are working on forming their new nursery team through clear recruitment and vetting procedures. They induct new staff appropriately and have methods to ensure they receive coaching and training for their individual roles. However, the leaders evaluation of the quality of the provision is not strong enough to precisely identify what needs to improve, such as the key-person system. Additionally, the system to monitor the staff's teaching is not fully effective. Safeguarding is effective. Staff receive training to understand their role to protect children, including wider aspects of safeguarding, such as being influenced by extreme views. The provider has established some links with the local school and actively engages with agencies who support children who have special educational needs.

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Quality of teaching, learning and assessment requires improvement

The staff's teaching practice in the pre-school and baby room is not consistently good because some staff lack the skills to support children effectively. The planning of activities does not consistently offer sufficient challenge or precisely target next steps in learning to help children make faster progress. However, staff across the nursery provide children with a highly exciting learning environment. Children enjoy making their own play choices, and older children often choose to learn outside, such as when they practise their early writing skills on the easel. Staff in the toddler room tune into children's needs well and provide focused support, particularly when modelling vocabulary and language. They have specific plans for children who are not achieving as well as others and weave these into their practice well.

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Personal development, behaviour and welfare require improvement

The leaders do not ensure that the key-person system in the baby room is effective to help children develop settled, nurturing relationships and to successfully build on their learning. Children's personal care routines are carried out by a variety of staff and although caring, they have a fragmented knowledge of each child. All children love the innovative outside spaces and gain fresh air and exercise each day. They enjoy home- cooked meals and nutritious snacks. There is a strong focus by the on-site chef and staff to keep children safe who have known allergies. The staff supervise children appropriately and the manager has a clear system to ensure ratios are met. Children behave well and show a keen attitude to learning. Staff help children to gain an understanding of people in the wider world, through a wide range of resources, specific activities and topics based on their interests, such as transport.

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Outcomes for children require improvement

Children enjoy their time at the nursery but not all make the best possible progress. They learn some skills to prepare them for school, such as recognising their names or using scissors. Children show independence in their self-care skills, such as when they use the toilet or serve their own food at lunchtime. Two-year-old children happily join in with older children's games outdoors, as they share the same space. Older children develop harmonious relationships with friends.

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Setting details

Unique reference number EY558049 Local authority Southampton Inspection number 10081508 Type of provision Full day care Registers Early Years Register

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Day care type

Age range of children 0 - 5 Total number of places 98 Number of children on roll 100 Name of registered person TMB Day Nurseries Limited

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reference number

Date of previous inspection Not applicable Telephone number 01489583130

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reference number

The Mulberry Bush Bitterne Park registered in 2018. It is one of two nurseries owned by TMB Day Nurseries Limited. The nursery is open from 7.30am to 6pm, Monday to Friday, throughout the year. There are 16 staff employed to work with the children, 13 of whom hold relevant qualifications at level 2 or above. The manager holds early years professional 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.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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