Maypole Day Nursery

Maypole Day Nursery Shillingstone C E V A Primary School, Augustan Avenue, Shillingstone, Blandford Forum, Dorset DT11 0TX

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Inspection date 26 March 2019 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 management team promotes the continual professional development of staff very well. For example, staff have completed training that helps them to plan for children's immediate interests and motivate their learning more effectively. n Staff form close bonds with children and get to know them and their families well. Staff help children feel settled and emotionally secure in the nursery. n Staff actively support children's interests in play. They provide exciting play experiences to motivate children's learning and support them well to make good progress. n Children behave well. They benefit from frequent praise and encouragement for their achievements. Children learn to share toys and be kind and helpful to others. n Staff encourage children's understanding of the world effectively. For instance, children like going on walks with staff along the host school's nature trail or to a nearby farm where they see animals, such as sheep and chickens.

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This provision is good

n Staff sometimes miss opportunities to support children's thinking skills further, for example, to encourage them to start solving simple problems and give ideas about what they think will happen next. n Staff do not always organise some larger group activities, such as register and story times, to engage all children's full interest, consistently challenge their learning and help them all to participate and feel included.

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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 make more consistent use of opportunities to help children think for themselves and develop their problem-solving skills further n improve the organisation of larger group activities to support the needs of all children and encourage their participation and interest more consistently.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children's interactions in play indoors and outdoors and discussed their learning and development with staff. n The inspector viewed documentation including operational policies, procedures and required records for suitability, such as first aid, qualification and insurance certificates. n The inspector took into account the written and spoken views of parents. n The inspector undertook a joint observation of an activity with the manager and discussed the quality of teaching. n The inspector held discussions with management, including about self-evaluation and how this helps staff make ongoing improvements.

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Effectiveness of leadership and management is good

Safeguarding is effective. The management team and staff have a clear understanding of safeguarding issues and the procedures to follow in the event of a concern arising. They make good use of additional funding to support children's individual learning, such as to support their early literacy skills. Staff actively share information with other settings that children attend, working together to support and monitor their learning effectively. The management team actively encourages staff to evaluate their practice and make ongoing improvements. For instance, staff have reviewed and changed the layout of playrooms to provide more space for children's play and to enable their independent choices of toys. Staff work well with parents and provide them with information about children's play and learning. For example, they share regular summaries of children's achievements and next steps of learning.

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Quality of teaching, learning and assessment is good

The management team and staff continually monitor children's achievements to assess how and where to support them next. They have introduced systems to help them assess how different groups of children make their progress and identify ways to close gaps in their learning well. Staff support children's imaginations effectively in their play. For example, older children have great fun pretending to make toy insects splash in a puddle. They add leaves and more water and say, 'I'm making chicken casserole'. Younger children like to play with their dolls and sing a favourite song to them, pointing to their 'heads, shoulders, knees and toes'. Staff encourage children's exploration of different colours and textures well. For instance, older children mix flour, water and oil together to make some play dough and add herbs and food colouring. Younger children shriek with laughter as they splash their hands enthusiastically in bubbly water.

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Personal development, behaviour and welfare are good

Staff are caring and kind, and children respond positively to them. Children interact well with their friends and play cooperatively. Staff encourage children's physical health and coordination skills well. For example, older children carefully walk along the balance beam and fill, carry and pour jugs of water into a muddy hole. Younger children dig in the sand and like to jump and roll on the soft mats outdoors. Staff actively support children to make independent choices. For instance, older children vote to decide which story they want to hear. Younger children choose from a variety of props, such as a toy frog, star or sheep, to show which favourite song they wish to sing.

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Outcomes for children are good

Children develop a positive approach to learning that helps them with their move to school. They gain good literacy and communication skills. For example, older children start to recognise familiar letter shapes and sounds. They use words well, such as to describe mud as 'squelchy'. Younger children show enthusiasm and excitedly say 'tap, tap, tap' as they bang on a box when playing a favourite 'what's in the box?' game.

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Setting details

Unique reference number EY544748 Local authority Dorset Inspection number 10097264 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 1 - 8 Total number of places 26 Number of children on roll 100 Name of registered person Maypole Day Nursery Limited

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reference number

Date of previous inspection Not applicable Telephone number 07854941079

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reference number

Maypole Day Nursery registered in 2017. It operates from premises within the grounds of Shillingstone Primary School, Shillingstone, Dorset. This privately owned nursery is open from Monday to Friday for 48 weeks of the year from 8am until 6pm. The owner holds a level 4 childcare qualification and employs a manager and five members of staff. Of these, four staff hold a level 3 qualification and two hold a level 2 qualification. The nursery receives funding to provide free early years education for children aged two, three and four years.

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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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