Seaside Nursery

Seaside Nursery Looe Primary School, Hay Lane, Looe PL13 1JY

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Inspection date 21 November 2018 Previous inspection date 24 January 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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 Since the last inspection, the provider has worked hard to provide more effective support and coaching for staff. Following training, she carries out more detailed and informative observations of staff's practice, to help to strengthen their teaching. She focuses well on identifying and targeting staff's individual areas for development, and celebrates their qualities. n The provider and staff involve parents well in their children's development. They share detailed information about the available learning opportunities each day and children's ongoing progress. They are keen to continue to encourage parents to inform them of children's achievements at home more frequently. n Staff are particularly skilled at encouraging the children to share their thoughts and ideas during adult-led activities. For example, they ask plenty of 'why' and 'how' questions, and allow ample time for children to think about and give their responses.

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The provision is good

n Staff provide good support for children's independence. For example, older children confidently spread butter on to crackers at snack time, manage their toileting needs and dress themselves. All children make good progress in their learning.

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It is not yet outstanding because:

n At times, staff are too quick to get involved in children's play, so children have fewer opportunities to take the lead in their learning, become fully immersed in their imaginative games and solve problems. n Although children's behaviour is good, staff do not consistently use the highest-quality practice to teach children the expectations of their behaviour and strong social skills, and to develop high levels of self-control. n Staff miss some opportunities to support the younger children's communication and language skills when they play.

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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 support staff to recognise when to step in and get involved in children's play and learning, to allow children more time to explore their own ideas, be creative and solve problems n develop staff's knowledge of how to help children to manage their feelings and understand the boundaries in a more positive way n provide more frequent support for the younger children's speaking skills during their self- chosen play.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children's play inside and outdoor, and staff's interactions with them throughout the day. n The inspector carried out a joint observation with the provider to assess the quality of teaching and learning during an adult-led activity. n The inspector spoke with children, parents and staff to gain their feedback. n The inspector held a meeting with the provider to discuss their understanding of the requirements of the early years foundation stage. n The inspector sampled a range of documents, including children's learning records, staff suitability checks and records relating to health and safety matters.

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Effectiveness of leadership and management is good

Safeguarding is effective. The provider and staff have a robust understanding of the signs that a child's welfare may be at risk. They know the procedures to follow to refer any concerns about a child to the relevant authorities, including for wider safeguarding matters. Following the last inspection, the provider has put good plans in place to ensure staff are able to identify developmental delays quickly and tailor the support they give to these children, such as liaising with outside agencies. Staff comment on the good morale and close team working, and feel confident to share their ideas. For example, staff decided to review the toys and resources, and are now increasing the range of natural objects and textures, to promote children's confidence to explore and investigate the play areas. The provider monitors children's development closely and evaluates the nursery well. She has implemented many changes to improve outcomes for children and

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Effectiveness of leadership and management is good

continues to build on this good progress. For instance, she is reviewing the activity planning to ensure learning experiences consistently extend the development of the older children.

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Quality of teaching, learning and assessment is good

Staff plan enjoyable activities that build well on their accurate assessments of what the children know and can do. For example, they encourage children to remember and tell a well-known story. The children and staff enthusiastically act out the parts of the book together, and the children join in with the repeated lines using excited, exaggerated tones. Children eagerly join in with physical activities, such as dancing to music, and show delight when copying the movements of the playful staff team. When children have the time and space to play as they chose, they show great imagination in acting out what they have seen and know. For instance, they imitate staff's actions by pretending to read a book to their friends, and make 'pizza' using fresh herbs and playdough.

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Personal development, behaviour and welfare are good

Staff are warm and welcoming, and get to know the children well. For example, when children arrive, staff quickly greet them and engage them in an activity. Children enter the nursery confidently and are keen to see what staff have set out for them. Staff build their self-esteem effectively, to help children learn to persevere and develop a 'can do attitude'. For instance, after staff reassure children that they can work out how to use a spanner, children very proudly show off their achievements when they succeed. Staff prioritise children's safety and teach them to consider risks for themselves. For example, they support children to think about how to cross the road safely and remind children to only climb the branches in trees if they feel comfortable.

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Outcomes for children are good

Children develop the key skills in preparation for starting school. They gain a positive attitude to learning and are keen to explore and investigate. For example, they show good coordination when they try keys in various locks to work out if they fit. Younger children learn to count, while their older friends start to recognise numbers and initial sounds in words. Children enjoy making marks, such as using pens on whiteboards, which supports their early writing skills well.

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Setting details

Unique reference number EY495421 Local authority Cornwall Inspection number 10080325 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 15 Number of children on roll 21 Name of registered person Diane Walder And Gail Spry Partnership

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reference number

Date of previous inspection 24 January 2018 Telephone number 07955038836

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reference number

Seaside Nursery registered in 2016 and operates from a separate room within Looe Primary School. It is open each weekday from 8.30am until 5.30pm, all year round. Both of the providers have early years qualifications at level 6, and the staff team hold qualifications at level 3. The nursery receives funding for the provision of free early education to children aged two, three and four years.

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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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