Woodlands Day Nursery

Woodlands Day Nursery Weber Road, 106 Greenham Business Park, Greenham, Thatcham, Berkshire RG19 6HW

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Inspection date 12 December 2018 Previous inspection date 8 August 2018

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This inspection: Good 2

Previous inspection: Inadequate 4 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 experienced management team works hard to improve the quality of the nursery. It has addressed the actions for improvement raised at the last inspection. For example, staff have implemented and maintain robust records. They have strengthened their knowledge of safeguarding matters and issues that may place children's welfare at risk. n The management team monitors the quality of teaching. It provides effective feedback to staff to ensure teaching is good. For example, room leaders and managers observe staff carrying out activities with children, and provide advice and guidance to improve practice further. n Staff communicate well with parents and engage them in their children's learning. Parents are complimentary about the care and education their children receive. They are happy with the progress their children make, particularly in their speech and language development. n Children's personal, social and emotional development are supported well. Children

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This provision is good

form strong, trusting relationships with the staff and clearly enjoy their warm interactions. Staff are gentle and kind. Children are confident in turning to them for help and support, if needed. n While leaders track the achievements of individual children, they do not identify the progress made by specific groups of children to raise all children's progress to the highest level. n Staff miss opportunities to fully represent and value individual's home backgrounds and identity.

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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 that the designated lead person for safeguarding has a secure knowledge of all safeguarding matters, including how to identify, understand and respond in a timely way to all signs of possible concerns effectively; and is able to provide appropriate support, advice and guidance to staff about any issues that place children's welfare at risk 03/09/2018

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What the setting needs to do to improve further

maintain records and share information effectively with other professionals working with children, including social services and Ofsted, as appropriate, to ensure the safe and efficient management of the setting, and to help ensure the needs of all children are met 03/09/2018

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What the setting needs to do to improve further

improve knowledge of significant events that need to be notified to Ofsted 03/09/2018

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What the setting needs to do to improve further

implement arrangements for staff supervision, including senior leaders and ensure these are effective in providing support, coaching and training, and enable staff to discuss any issues, particularly relating to children's development or any child protection concerns 03/09/2018

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What the setting needs to do to improve further

monitor the educational programmes and quality of teaching effectively to identify and target weaker aspects of children's learning, including areas where children may be slow to develop key skills, so they are supported to catch up 29/09/2018

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What the setting needs to do to improve further

plan challenging and enjoyable experiences that take full account of each child's individual needs, interests and stage of development to promote good progress in their learning, particularly in communication and language. 29/09/2018

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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 monitor the outcomes of the different groups of children more precisely and address any differences in achievement more effectively n extend the opportunities for children and staff to value their home backgrounds and support children's understanding further of the wider world.

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What the setting needs to do to improve further

Inspection activities n The inspectors observed activities in the four main base rooms and garden. n The lead inspector carried out a joint observation with the education manager and checked evidence of the suitability and qualifications of staff working with children. n The inspectors looked at relevant documentation, including planning and a selection of the setting's policies and children's records. n The inspectors held meetings with the leadership team. They spoke with staff and children at appropriate times throughout the inspection. n The inspectors took account of the views of parents spoken to during the inspection.

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What the setting needs to do to improve further

Inspectors Anneliese Fox-Jones Helen Harnew

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff attend training and regularly reflect on safeguarding issues to keep their knowledge up to date. They understand the importance of referring any concerns to external agencies in a timely manner. The well-qualified team of staff is ambitious and demonstrates a good vision for the nursery. Staff support children's learning well and work effectively to create a welcoming environment for families. Training opportunities are well targeted to improve the quality of teaching. For example, training focused on developing children's communication and language skills has had a positive impact on staff's ability to further support children's speaking and vocabulary to a higher level. Overall, leaders carefully track the progress individual children make and promptly seek additional support for those who need it. Recruitment procedures are strong and the management team rigorously checks the suitability of staff. Staff receive

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Effectiveness of leadership and management is good

good levels of support. They have regular supervisory and team meetings.

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Quality of teaching, learning and assessment is good

Staff have a good understanding of how to support children's learning. They follow children's ideas and interests when planning activities. Staff make accurate assessments to plan precisely for individual children's next stages in learning. They engage well with children as they play and make suggestions about different ways to use resources. Staff are skilled at providing a range of exploratory experiences. The youngest children enjoy exploring trays filled with corn flour, water and cornflakes. Staff offer plenty of opportunities for babies and children to use mathematical language and explore measurement in their play. For example, staff introduce counting as children make sandcastles and introduce mathematical language, such as 'heavy' and 'light', 'full' and 'empty'. Staff effectively use props, sounds and descriptive words within more-complex sentences to extend older children's vocabulary.

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Personal development, behaviour and welfare are good

Children play cooperatively together and build good friendships. Staff act as good role models and help babies and young children to learn about the positive behaviours that are expected of them. They help children to learn to share and take turns effectively. Children receive plenty of praise to reward their good behaviour and achievements. Babies and children develop good independence. Babies learn to feed themselves, and older children learn to tend to their own personal care needs and pour their own drinks at mealtimes. Opportunities for children to develop physical skills are strong. The outdoor facilities are easily accessible and offer an exciting range of activities that children thoroughly enjoy.

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Outcomes for children are good

Children make good progress given their starting points, and are provided with a secure foundation for their future learning and transition to school. Children are keen to use the skills they learn at the nursery. For example, older children use their mathematical knowledge to count and recognise numbers. Babies and toddlers thoroughly enjoy singing and story sessions, developing their communication and language skills. Children learn how to take turns, to communicate with each other and how to be independent.

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Setting details

Unique reference number EY349271 Local authority West Berkshire Inspection number 10068437 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 0 - 3 Total number of places 87 Number of children on roll 83 Name of registered person Woodlands Childcare Limited

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reference number

Date of previous inspection 8 August 2018 Telephone number 01635 33626

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reference number

Woodlands Day Nursery registered in 2006 and is located in Thatcham, Berkshire. It opens Monday to Friday, between 8am and 6pm, for 51 weeks of the year. The nursery receives funding for the provision of early education for children aged four years. A total of 30 staff are employed in the nursery. Of these, 26 staff hold relevant childcare qualifications at level 3 and above, including two staff who hold qualified teacher status.

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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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