Moorland Nursery School

Moorland Nursery School Trinity Court, Leek Road, Stoke On Trent ST9 9NH

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Inspection date 7 November 2018 Previous inspection date 10 March 2015

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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 The owner and headteacher who run the nursery promote continual improvement well through their self-evaluation. They consider feedback from others, including parents to help develop the service. For example, staff have used parents' suggestions and now provide meetings for them to attend to discuss their children's progress and next steps. n The special educational needs coordinator works closely with other agencies to provide timely to support to children who do not make the expected progress. This helps to close gaps in their learning quickly. By the time children leave the nursery they make progress typical for their age. n Key persons manage children's individual care needs very well in line with parents' preferences. Staff are attentive in meeting children's medical needs. n Children learn a good range of skills. Younger children develop their small-muscle skills to help support their future early writing skills. Older children can sit and listen to a

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The provision is good

story and concentrate well with support from staff. n The headteacher monitors the educational programme well. She has recently identified where there was scope to accelerate children's progress in 'understanding the world'. To address this, staff have organised experiences, such as visits from police officers. This has helped older children to learn about different professions.

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It is not yet outstanding because:

n The headteacher monitors staff's practice but these arrangements are not yet highly effective to raise the quality of teaching to the highest level. n Staff complete initial assessments of children, but they do not encourage parents to contribute to these fully to identify all that children know and can do when they first start.

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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 strengthen the supervision of staff practice to help build on their already good-quality teaching n encourage parents further, to share more detailed information about their children's knowledge and skills when they first start and use this to help assess children's starting points.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during a range of activities and assessed the impact on children's learning. n The inspector spoke with staff and children during the inspection. n The inspector completed a joint observation with the headteacher. n The inspector held a meeting with the headteacher and owner. He looked at relevant documentation and evidence of the suitability of staff working in the nursery. n The inspector spoke to parents during the inspection, considered their feedback as part of self-evaluation and took account of their views.

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Effectiveness of leadership and management is good

The headteacher evaluates with teachers from local schools how best to prepare children for school. From this, she identified ways to improve on children's school readiness. For example, the headteacher has planned to improve staff's skills through training of how to teach children how to link sounds to the letters that they represent in words. Safeguarding is effective. The headteacher who is the designated safeguarding lead for the nursery has a clear overview of safeguarding. She works closely with staff to help improve children's attendance where there are concerns. Staff know the procedures for reporting concerns about a child's welfare. The owner checks staff through safer recruitment processes to help ensure they are suitable.

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Quality of teaching, learning and assessment is good

Key persons know their children's learning needs. They regularly observe their achievements, assess their progress and identify next steps. Staff plan experiences that help children to learn the skills they need for the next stage in their learning. For example, in the rainbow room, staff help younger children to increase their range of vocabulary by teaching them the name of shapes. Children in the nursery school room learn skills for school through the activities that staff provide. For instance, children make marks with chalk. Staff ask them open-ended questions that encourages children to give meanings to their marks, such as to explain they have drawn a firework. They give children time to talk about their experiences of seeing fireworks and recalling the sounds that they make.

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Personal development, behaviour and welfare are good

Staff promote children's healthy lifestyles well. Some children have the nutritious food provided by staff at the nursery and others bring in food from home. Staff have provided parents with guidance on what healthy foods to put in their children's lunch box. There are strong arrangements to support children to settle in to the nursery, move up to the next age group room and start school. For example, children can attend for as many visits as they need before they start to help them feel fully secure in the new environment. Children's behaviour is good. For instance, when children try and take resources from other children, staff encourage them to leave them for the rest of the group. Children follow these rules as they show respect for the boundaries in place.

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Outcomes for children are good

Children make good progress from their starting points. They can correctly name the colours that they choose to draw with. Children show a keen interest in the stories that staff tell them. They can recall some of the events of the storyline. Children are developing a good understanding of mathematical concepts, such as measurement.

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Setting details

Unique reference number EY479517 Local authority Staffordshire Inspection number 10071287 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 11 Total number of places 40 Number of children on roll 100 Name of registered person Shadforth, Mark Fletcher

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reference number

Date of previous inspection 10 March 2015 Telephone number 01782504258

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Moorland Nursery School also known as Trinity Court registered in 2014. There are eight members of childcare staff. Of these, the headteacher and deputy both hold qualified teacher status and four other staff hold appropriate qualifications at level 3 or above. The nursery opens from Monday to Friday all year round, except for bank holidays. Sessions are from 7.45am until 5.45pm. The nursery also provides out-of-school and holiday care for school-aged children. 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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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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