Spring - RAF Scampton

Spring - RAF Scampton Gibson Drive, Lincoln, Lincolnshire LN1 2FX

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Inspection date 25 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 Leaders are experienced and knowledgeable. The manager has built up a strong team that work well together. There is an ongoing commitment to raising standards and the delivery of good-quality provision for children and their families. n The nursery is very welcoming and inclusive. Staff working with all ages of children offer lots of praise and encouragement. This leads to strong emotional bonds building up between staff and children. Staff working with babies are particularly nurturing and attentive. Babies seek comfort from the staff who embrace them with open arms. n Qualified staff make accurate observations of children's learning and development. They use this information to plan purposeful next steps that reflect children's individual needs and interests. This helps children to make good progress from their starting points, including those children for whom the nursery receives funding. Furthermore,

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This provision is good

children acquire the attributes and skills needed in readiness for school. n Staff support children's communication and language development. Babies listen attentively as staff sing songs. They repeat some sounds and copy the actions staff use. Older children eloquently describe their full pot of soil as 'a volcano, up in the sky'. n Children show high levels of independence and develop good self-care skills. Staff encourage them to complete tasks for themselves, for example, babies take off their own socks in readiness for a messy activity. Toddlers put on their own boots to go outdoors and pre-school children use the bathroom independently. n The manager has good systems in place to monitor and track the progress of individual children and different groups. This helps to identify and address any gaps in learning swiftly. n The programme for staff's professional development is not sharply focused on raising

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This provision is good

the quality of their teaching to the highest level. n Occasionally, group activities in the pre-school room lack variety and imagination, meaning that some children are not fully engaged in their 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 strengthen the programme for professional development, to further raise the quality of teaching to the highest level n develop the organisation of pre-school group sessions so they are imaginative and varied, to help all children remain highly engaged in their learning.

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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 staff and children during the inspection. n The inspector completed a joint observation with the nursery deputy manager. n The inspector held a meeting with the nursery deputy manager. She looked at relevant documentation and evidence of the suitability of staff working in the nursery. n The inspector spoke to several parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. Leaders and staff demonstrate a good understanding of child protection issues. They know how to identify and report concerns to protect children from harm. Staff supervise the children well, they are always within sight or sound of the children they are looking after. This contributes to children's safety and welfare. The management follow a robust recruitment procedure. They check staff's suitability, both at interview and ongoing, to ensure they are suitable to work with children. The manager carries out one-to-one meetings with staff to ensure that they fulfil their job role and responsibilities. Staff observe each other's practice, this, overall, helps them build on their skills and to deliver good-quality learning.

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Quality of teaching, learning and assessment is good

Staff recognise opportunities to engage children in imaginative play. They introduce a make-believe scenario, travelling in a submarine. The children watch mesmerised when staff appear in a wig, pretending to be a sea creature. Staff provide opportunities for babies to engage with early technology. Babies react with genuine interest to electronic animals that blink their eyes and move their arms. Staff acknowledge when children are enjoying an activity and focus on the enjoyment rather than the end product. For example, when children fill pots to plant flowers, they thoroughly relish the filling and emptying process. Staff work closely with parents and carers to provide good support for children with special educational needs and/or disabilities.

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Personal development, behaviour and welfare are good

Staff promote children's well-being effectively. They ensure the provision is clean and children follow good hygiene practices. Toddlers and pre-school children eat their snacks and meals at the table, together with their peers. This helps to promote good social skills. Children have access to fresh drinking water. This helps them to stay hydrated during the day. Children behave well, for example, they say, 'excuse me' before speaking to visitors. Furthermore, children are kind to each other, offering their friends a hand to hold as they line up to go indoors. Staff have developed strong partnerships with parents. They regularly share information with parents to help them understand what children have learned and what they are learning next. Carers comment they feel completely included in their children's learning and development.

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Outcomes for children are good

Children of all ages develop very good physical skills. Babies begin to take tentative early steps and eagerly jump up and down on equipment. Toddlers run around and safely negotiate the different levels and obstacles outdoors. Pre-school children thoroughly enjoy pedalling the wheeled toys, giving tandem rides to their friends. Toddlers develop their creative skills well. They enjoy using glue, jewels and master the use of scissors to cut paper. Furthermore, toddlers enjoy listening to stories being read to them by staff who use animated voices. Pre-school children begin to develop early literacy skills as they practise writing on clipboards and write their names on cards for family members. Children's emerging mathematical understanding is supported well. Staff encourage children to count the number of children sitting at welcome time.

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Setting details

Unique reference number EY551900 Local authority Lincolnshire Inspection number 10100738 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 - 10 Total number of places 61 Number of children on roll 129 Name of registered person Action For Children Developments Ltd

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reference number

Date of previous inspection Not applicable Telephone number 01522 731941

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reference number

Spring - RAF Scampton re-registered in 2017 and is in Scampton, Lincolnshire. The setting employs 18 members of childcare staff. Of these, 10 hold appropriate early years qualifications at level 3, two hold qualified teacher status and one holds a level 2 qualification. The setting opens from Monday to Friday all year round, apart from Christmas when they close for two weeks. Sessions are from 7.30am until 5.30pm. The setting provides funded early education for two-, three- and four-year-old children.

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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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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