Woodberry Day Nursery

Woodberry Day Nursery 229-231 Botley Road, Southampton, Hampshire SO19 0NL

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Inspection date 17 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 manager takes effective steps to raise standards and uses the views of others to reflect on and improve the nursery. For instance, changes to the outdoor environment, since registration, enhance the opportunities for younger children to build on their physical skills. Children move freely between indoors and outdoors, which supports their preferred learning styles and interests. n Staff work closely together to create a welcoming environment. They have a good knowledge about children's individual care needs and use this to help tailor the care they provide to support younger children's emotional well-being effectively. n Staff place a strong focus on teaching children about the wider world. For instance, recently introduced 'nature nursery' helps pre-school children to learn about the natural world through hands-on experiences. n Staff provide an interesting learning environment, which helps to motivate children's

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This provision is good

learning. Staff capture opportunities to build on children's learning following their individual interests well. For instance, staff teach children how to make patterns and explain new mathematical language, to support children's learning well. n The manager does not consistently use staff supervisions to support staff to gain the skills and knowledge that will be the most useful in helping them to support their key children to make the best possible progress. n Although partnerships with parents are good, overall, staff do not yet consistently offer all parents ideas and suggestions about how they can continue to support their children's learning at home.

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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 focus the professional development for staff more precisely on gaining skills and knowledge that can be used to enhance the support for individual children's learning, based on their particular needs n explore more opportunities to consistently share information with all parents, to help support parents to continue their children's learning at home.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and the impact this had on children's learning. n The inspector completed a joint observation with the manager. She also met with the leadership team to discuss self-evaluation and the monitoring processes. n The inspector spoke to children, staff and the manager at appropriate times, and observed activities throughout the nursery. n The inspector looked at the nursery's policies and procedures, staff's files and children's records. n The inspector spoke to parents and took account of their views and the written views of other parents provided on the day of the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff benefit from regular training to keep their knowledge of safeguarding policies and procedures up to date. Staff know how to identify and report concerns about children to keep them safe. Staff work closely with other agencies involved in children's care, this helps them to ensure children's welfare needs are met effectively. The manager implements robust staff recruitment and induction processes, to ensure the suitability of all individuals who are working directly with children, including on a ongoing basis. The manager checks the quality of teaching and children's progress regularly. For instance, she informally observes staff in group rooms and gives advice on ways to improve, where necessary. This helps to ensure that children make good progress in their learning from their starting points.

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Quality of teaching, learning and assessment is good

Staff provide a good variety of learning experiences to meet the differing ages of children at the setting. Staff who work with younger children develop their physical skills well. For instance, as babies navigate over soft-play areas staff help them to become confident in pulling themselves up to stand. Staff promote toddler's communication skills well. For example, as they share stories they introduce new language and model new words. Staff capture opportunities to help children develop their mathematical and skills well. For example, pre-school children learn the names of the direction of repeating patterns, such as 'diagonal', and staff help them to think about what they can do next to continue the pattern. Staff make regular observations and assessments of children's learning to plan for their next steps well, overall. Children's key achievements are shared with parents, to keep them informed of their children's progress.

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Personal development, behaviour and welfare are good

Staff get to know their key children's individual likes and interests, and provide them with comfort and reassurance when children need this. Parents comment positively about the good level of care staff provide for their children and on the 'positive bonds that are established with their child's key person'. Staff who work with older children, promote their independence well. For instance, pre-school children serve themselves at snack time, and are confident in managing their personal care needs well. Staff place a strong focus on helping children learn about healthy lifestyles. For instance, foods provided for children by the nursery are nutritious and healthy and, staff promote daily opportunities for children to engage in active physical play.

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Outcomes for children are good

Children, including those in receipt of additional funding, make typical progress for their age and stage of development. Babies are developing good physical coordination, such as when they connect building blocks together. Toddlers and older children gain good attention skills. They concentrate well in activities that interest them. For instance, children use picture cards to practise moving their bodies to match the pictures and learn about the names of the 'yoga poses' as staff help them to recognise some familiar letters and the sounds they make. Overall, children gain the skills that prepare them well for their eventual move on to school.

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Setting details

Unique reference number EY539172 Local authority Southampton Inspection number 10079326 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 0 - 6 Total number of places 65 Number of children on roll 88 Name of registered person Woodberry Day Nursery (Sholing) Limited

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reference number

Date of previous inspection Not applicable Telephone number 02380 407007

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reference number

Woodberry Day Nursery Limited registered 2016. There are 14 members of staff who work directly with children. Of these, two members of staff hold qualified teacher status and six members of staff hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday, for 51 weeks of the year. 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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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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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