Argyle Pre School Nursery

Argyle Pre School Nursery 2 Woodhouse Lane, Amington, Tamworth, Staffs B77 3AE

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Inspection date 11 December 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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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This provision is good

n The nursery atmosphere is friendly, vibrant and happy. Staff support children's emotional development very well. They are friendly, kind and attentive to children who form strong attachments to them. Children are very happy and settled. n Staff facilitate children's independence and curiosity very well. They create an interesting and well-organised learning environment. Children enter the nursery confidently and eagerly begin to engage in their self-chosen play. They make good progress in their learning and development. n Staff establish strong partnership working with parents. They work well with them to support children's learning. Staff maintain an effective two-way flow of information. Parents and staff have a shared understanding of what children need to meet their learning needs. Parents are highly satisfied with the quality of the provision. n The dedicated manager monitors staff performance well. She regularly observes staff

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This provision is good

practice and holds supervisory meetings. Staff have opportunities to further develop their skills and to improve outcomes for children. n Children gain good independence skills. Staff encourage children to take responsibility for everyday tasks, which children complete confidently and adeptly. This helps older children to gain skills that prepare them well for their eventual move on to school. n Staff support children's literacy skills well. Children enjoy looking at and listening to their favourite stories. n Staff do not consistently consider the impact that background noise and distractions have on children's ability to focus and concentrate, particularly during planned speaking and listening activities. n Although the monitoring of individual children's progress is effective, the manager does not use assessment information to measure the progress made by different groups of children across each of the areas of learning.

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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 consider ways to minimise background noise and distractions during planned speaking and listening activities, so that children's concentration and engagement in activities are fully promoted n use information gathered about children's progress to compare any differences in the achievement of different groups of children, to enhance provision to help them make the best possible progress.

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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 has on children's learning. n The inspector spoke with the manager, staff and children during the inspection. n The inspector completed a joint observation with the manager. n The inspector sampled a range of documentation, including children's learning records and evidence of the suitability of staff working in the nursery. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff demonstrate a good awareness of safeguarding and wider child protection issues. They are secure in their knowledge of how to identify and report any concerns to protect children from harm. The provider follows rigorous recruitment procedures to ensure all staff have completed robust suitability checks. There are effective procedures in place to closely monitor access into the nursery. Staff keep external doors locked and they individually welcome parents and visitors into the nursery. The manager is committed to making ongoing improvements. She seeks the views of staff, parents and children to set clear targets to make positive changes for children.

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Quality of teaching, learning and assessment is good

Most staff are qualified and have worked at the nursery for some time. They work well together and are enthusiastic as they work. Staff regularly observe children and assess their individual progress to help close any possible gaps in their learning. They provide a variety of interesting and stimulating activities to support individual children's learning needs. For example, children delight as they play with different vehicles in a soil tray. Staff know the children well and use effective teaching techniques to support their ongoing learning. They promote children's physical development effectively. For example, they encourage children to build with blocks and fix train tracks together. Older children enjoy riding wheeled toys and pushing buggies. They confidently throw balls and experiment with different ways of moving. Staff skilfully weave mathematical concepts into children's everyday play. They model counting, size and shape language.

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Personal development, behaviour and welfare are good

The key-person system is effective in helping children settle in and in building supportive relationships with parents. Staff are good role-models and help children to learn what is expected of them. Children are polite and behave well. They take turns with resources and demonstrate kindness to their friends. Staff help children to develop their independence and sense of responsibility. Children manage their toileting needs well and help with everyday tasks, such as tidying away toys at the end of the session. Staff develop good relationships with staff at the local primary schools and share a summary of children's achievements with them when children leave. This provides continuity in children's learning and development. Staff promote healthy lifestyles well. Children benefit from plenty of fresh air and exercise and enjoy nutritious snacks.

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Outcomes for children are good

Children enjoy playing imaginatively. For example, they make links with their own experiences and pretend to style hair in the role-play hairdressers. They use additional role-play equipment, such as tills, money and shopping produce to play creatively. Mathematical skills are emerging as children count out money as they pretend to buy and sell items. Children are beginning to recognise letters and the sounds they represent. They demonstrate they can recognise their name as they find their name card at the start of the session. Children gain a range of valuable skills to prepare them well for the next stage of their education.

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Setting details

Unique reference number EY501305 Local authority Staffordshire Inspection number 10086640 Type of provision Sessional 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 34 Number of children on roll 46 Name of registered person Argyle Pre-School Nursery Committee

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reference number

Date of previous inspection Not applicable Telephone number 01827 55405

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reference number

Argyle Pre School Nursery registered in 2016. It employs 11 members of childcare staff. Ten members of staff hold appropriate early years qualifications at level 3 to level 6. The nursery opens from Monday to Friday, term time only. Sessions are from 8.15am until 3.45pm. 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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