Thrybergh School and Sports College

Fledglings Day Nursery 25 Oldbury Court Road, Fishponds, Bristol BS16 2HH

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Inspection date 12 February 2019 Previous inspection date 3 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 Leaders and staff monitor individual and groups of children's progress carefully. They put in place support and use additional funding well to narrow any gaps in achievement and help children catch up. All children make good progress relative to their starting points. n Staff are warm and caring and know the children well. Children form good relationships with staff and other children and are well involved together in their play. Children, especially babies, know their special adult and seek out comfort and reassurance when needed. n The environment is welcoming and bright. Children can independently choose what they want to play with from a wide range of toys and resources. Staff consider the children's current interests so that children are well engaged and keen to participate. n The manager and staff use reflective practice to identify areas for development that will improve outcomes for children in specific learning areas. For example, staff identified

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This provision is good

more ways in helping children who learn English as an additional language become more involved in storytelling, such as by using puppets and pictures, to support their literacy further. n Children benefit from healthy and nutritious home-cooked meals. The cook has regular discussions with parents to ensure the menu suits their children's individual dietary needs. He has reviewed the salt and sugar content of foods, obtained advice on portion control and is planning to share children's favourite recipes with parents. n At times, staff in the toddler rooms are not consistent in how they encourage children to resolve their own conflicts and manage their feelings. n Parents are not consistently fully encouraged to share information about their children's achievements at home. This does not fully promote continuity in children's 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 encourage staff in the toddler rooms to provide more consistent support to help children manage their feelings and resolve their own conflicts n explore more ways to encourage parents to share information about their children's achievements at home, to further support their learning.

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What the setting needs to do to improve further

Inspection activities n The inspectors observed the staff's interactions with the children indoors and outdoors, and the impact on children's learning. n The inspectors had discussions with staff and children at appropriate times during the inspection. n The inspectors spoke to parents and took account of their views. n One inspector carried out a joint observation of an activity with the manager and together they evaluated the quality of teaching. n The inspectors had discussions with the manager and sampled documentation, including suitability checks, safeguarding records, training certificates and children's records.

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What the setting needs to do to improve further

Inspectors Charlotte Jenkin Dominique Allotey

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Effectiveness of leadership and management is good

The manager has worked hard with her staff to make significant improvements since the last inspection. Staff have attended safeguarding training and regularly have their knowledge checked, for example through quizzes. They keep detailed records of any concerns about children and share these with the relevant authorities to promote children's welfare. The premises are safe and secure, and staff check for potential hazards daily. Safeguarding is effective. The manager has regular meetings with staff and she observes their teaching practice. Feedback is focused on raising the quality of teaching. Staff have regular training and development opportunities that have a positive impact on their practice. For example, training on using 'loose parts' has enabled them to encourage children to develop their imaginations and to test out their own ideas more. Staff work well with outside agencies to promote children's learning and welfare needs.

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Quality of teaching, learning and assessment is good

Staff make regular observations of children and plan for what they need to learn next based on their interests and individual needs. Staff support children's developing vocabulary well. For example, they talk to babies and toddlers about what they are doing and reinforce new words. Staff promote toddlers' independent use of technology. They explain how to use digital cameras and children delight in taking their own photographs. Staff encourage children's imaginations well. When children make cakes in the mud kitchen, staff ask about their ingredients and how long they need to cook their cakes. Partnerships with parents are good overall. Parents receive regular feedback about their children's progress and ideas on how to support their development at home.

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Personal development, behaviour and welfare are good

Children enjoy regular fresh air and exercise in the well-equipped garden. They develop self-care skills, including blowing their own noses, putting on their outdoor clothes and serving their own lunch. Older children play well together cooperatively and share and take turns. For example, they used a spoon to dig the mud while waiting for their turn to use the spade. Children learn about healthy lifestyles. Staff encourage them to eat their vegetables, explaining they are 'superhero' foods that make them strong! Children have enjoyable opportunities to learn about other cultures and traditions in their community. Their artwork is displayed and children feel proud of their achievements, which promotes their self-esteem.

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Outcomes for children are good

Babies are curious and confident to explore the resources and their environment. Toddlers enjoy learning new skills and are developing their language well. Older children are sociable, engaged in activities and concentrate well. They are developing good literacy skills, including writing letters and learning the sounds they make. All children develop useful skills for their next stage in learning, including school.

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Setting details

Unique reference number 106956 Local authority Bristol City of Inspection number 10070892 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 0 - 4 Total number of places 60 Number of children on roll 105 Name of registered person Malyckyj, Meryl

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reference number

Date of previous inspection 3 August 2018 Telephone number 0117 9393398

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reference number

Fledglings Day Nursery registered in 1987 and is based in the Fishponds area of Bristol. The nursery provides funded early education for children aged two, three and four years. The nursery opens Monday to Friday from 8am to 6pm. It is open for 51 weeks of the year. There are 20 staff who work with the children. Of these, 15 have a relevant level 3 qualification.

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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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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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