Broadmead Primary School

Cublington Nursery School Village Hall, Wing Road, Cublington, Leighton Buzzard, Bedfordshire LU7 0JB

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Inspection date 20 June 2019 Previous inspection date 29 June 2015

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This inspection: Good 2

Previous inspection: Outstanding 1 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Good 2

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This provision is good

n Children form strong relationships with staff. They are happy, secure and confident learners who are curious and motivated to try and succeed in activities and tasks set. Children receive warm and enthusiastic praise and encouragement. n Partnerships with external agencies and other professionals are highly effective. Staff work closely with other professionals to close any gaps in learning. Overall, children are well prepared for the next stages of their learning, including starting school. n Partnerships with parents are excellent. Parents feel very well supported and commend managers and staff on the exceptional support, friendliness and the kindness that they show to their children. n Children have wonderful opportunities to play outdoors and learn about the natural world. For example, they love to cook in the role-play mud kitchen, exploring compost, sand, water and flowers. n Specialised support for children with special educational needs and/or disabilities

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This provision is good

(SEND) and their families is a particular strength at this setting. Children benefit from the carefully planned activities and resources to meet their individual needs extremely well. n The manager observes staff and carries out some supervision meetings to manage their performance. However, these are not rigorous enough to enhance the overall good quality of teaching to a higher level. n Staff do not consistently encourage children to think critically and about how they can solve problems.

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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 better use of staff supervisions to improve the quality of teaching to the highest level n provide more opportunities to help children think deeply and about how to solve problems.

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What the setting needs to do to improve further

n The inspector observed children taking part in a range of activities, indoors and outdoors. n The inspector spoke with staff and observed their teaching. n The inspector held a meeting with the acting manager and the provider to discuss self- evaluation, safeguarding and staff professional development. n The inspector carried out a joint observation with the manager. n The inspector viewed a wide range of documentation, including staff suitability checks, children's development records and attendance registers.

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Effectiveness of leadership and management is good

Staff are deployed effectively to ensure children are well supervised. Safeguarding is effective. Staff place a high priority on keeping children safe and are aware of the procedures to follow should they have any concerns about a child's welfare. The manager closely monitors the progress of all children who attend the nursery, including different groups of children. This helps her to identify any gaps in their learning and seek external intervention, if necessary. Staff conduct thorough risk assessments and daily checks of the environment to ensure the premises are kept safe and secure. Robust recruitment and suitability procedures ensure that all staff are suitable to work with children. Leaders seek feedback from parents and staff to develop the setting, which they act upon. For example, the outside space has been developed using old tyres to create planting areas.

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Quality of teaching, learning and assessment is good

Children with SEND are particularly well supported. For example, staff make excellent use of visual timetables, objects of reference, toys and props. This helps to enhance children's communication and language skills. Children explore their immediate environment with great enthusiasm and confidence. They are keen to join in with messy play activities, such as painting with water and discovering textures and senses with play dough. Mathematical skills are well promoted. For instance, children learn about 'full' and 'empty' during water play and compare lengths and sizes as they make gingerbread people. Assessment is accurate and children's interests and identified next steps in learning are considered when planning activities.

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Personal development, behaviour and welfare are outstanding

Staff promote children's understanding of positive behaviour extremely well. They are wonderful positive role models who treat children with kindness. Staff talk to children in a calm and respectful manner, gently reminding them about the need to share and take turns with popular resources. Children settle very quickly and demonstrate very secure emotional attachments to the staff. They are familiar with daily routines and show excellent levels of confidence and independence. For example, they help to pour their drinks and eagerly help to tidy away, asking staff where certain objects go. Children play in small groups and make up games together. For example, they spontaneously use large wooden planks outside to represent letters. Children take great pride in their achievements and relish in the praise given by the attentive staff.

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Outcomes for children are good

Children make good progress from their starting points. Partnerships with local schools in the area are firmly established and children are well prepared for when they start school. They are confident and motivated learners who readily lead their own play. Children have formed a positive sense of themselves. They enjoy imaginary play as they dress up and make up stories. Children learn to recognise their own name as they collect their name card for self-registration and put it on their own drawer. Some children are able to recognise the names of their friends. Older children start to write their own name and younger children readily draw and make marks.

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Setting details

Unique reference number 140840 Local authority Buckinghamshire Inspection number 10104983 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 2 - 5 Total number of places 20 Number of children on roll 35 Name of registered person Bottomley, Anne Margaret

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reference number

Date of previous inspection 29 June 2015 Telephone number 0776 1114038

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reference number

Cublington Nursery School registered in 1974. It operates from the village hall in Cublington, in Buckinghamshire. The nursery is open Monday, Tuesday and Wednesday from 9.15am until 3.15pm and on Thursday and Friday from 9.15am until 1.15pm. The nursery is in receipt of funding for the provision of free early education for children aged two, three and four years. There are nine members of staff, including the manager; six of whom hold appropriate qualifications from levels 2 to 4.

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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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reference number

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