Flying Start Nursery - Helston

Flying Start Nursery - Helston Rose Cottage, The Clies, Meneage Street, HELSTON, Cornwall TR13 8RG

p.1

Inspection date 1 July 2019 Previous inspection date 25 August 2015

p.1

This inspection: Good 2

Previous inspection: Good 2 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

p.1

This provision is good

n Parents report that communication with staff is excellent. They know what their children are learning and are very pleased with their progress. Parents are fully involved in their children's learning and work with staff to support children's development at home. For example, staff give parents activities to do with their children and parents give feedback about their children's enjoyment. n Staff plan an interesting range of activities that are based on children's interests and what they need to learn next. Children explore, discover and test out their ideas, such as how they can make obstacles with wood and tyres. All children make good progress from their individual starting points. n Staff support for children with special educational needs, and those who are exceeding expected levels of development, is very good. Staff work closely with other professionals working with the children and put in place specific plans to help children

p.1

This provision is good

catch up, or to challenge and extend their learning further. n Staff have good opportunities for professional development. They use training well to make improvements to their practice and outcomes for children. For example, following training, staff support young children's communication very well, such as by using hand signs and photographs of the routines with them. n Children's behaviour is very good. Staff help children learn to share and take turns and be kind to their friends. Older children play cooperatively together and help younger children, such as helping them complete a program on the computer. n At times staff do not give children time to think about and respond to the questions they ask them. n On occasion, adult-led group times for the older children are not organised effectively to fully sustain the children's interest.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n enhance opportunities for children to formulate and respond to questions, to encourage their thinking skills further n review the organisation of adult-led group activities to sustain older children's interests and extend their learning.

p.2

What the setting needs to do to improve further

n The inspector observed staff's interactions with the children, indoors and outdoors, and how these supported children's learning. n The inspector carried out a joint observation of an activity with the manager and discussed how she monitors and evaluates staff's teaching practice. n The inspector spoke to parents, read some written feedback and took account of their views. n The inspector held a meeting with the manager and senior manager and sampled some documentation, including suitability checks, training certificates, records of complaints and policies. n The inspector spoke to staff and children at appropriate times during the inspection.

p.2

Effectiveness of leadership and management is good

Managers evaluate the success of the nursery well and put in place clear plans for improvement. For example, following feedback from parents they have increased opportunities for children to have trips out in the local community, such as to farms. Managers check staff's teaching regularly and together they evaluate the strengths and identify clear targets for improvement. Managers monitor staff's assessments of individual and groups of children to check these are accurate. They quickly identify and put in place support when there are gaps in children's development or provide extra challenge to those who are exceeding expected levels of development. Safeguarding is effective. Managers and staff are knowledgeable about child protection and wider safeguarding issues. They monitor children's well-being carefully and know who to report any concerns to. Staff know the whistle-blowing policy and who they can contact if their

p.3

Effectiveness of leadership and management is good

concerns are not dealt with effectively.

p.3

Quality of teaching, learning and assessment is good

Staff are skilled at promoting children's communication and language development overall. For example, they respond to young babies' babbling and this gives them the confidence to communicate. Staff support toddlers to communicate their wants and needs and engage older children in conversations. Staff encourage children to make predictions and guess what may happen. For example, when older children made potions with coloured ice, they decided the coloured ice would melt and turn the potion the same colour as the ice. Staff are enthusiastic and join in with the children's play. For example, they sing and join in with action songs with toddlers and praise babies as they persevere when putting shapes into the corresponding hole. Staff encourage parents to help prepare older children for school. For example, they send home weekly tasks for children to practise, such as getting dressed every day.

p.3

Personal development, behaviour and welfare are good

Children show they have formed secure attachments with staff, who know them well. Babies enjoy being cuddled when they are tired and soon settle to sleep. Toddlers and older children readily approach staff and invite them into their play. Staff respond quickly to children's needs and this helps children develop high levels of confidence. Children enjoy being outdoors. They run around, practise their balancing skills and strengthen their hand muscles as they dig in the sand and fill containers with water. Children receive nutritious snacks and meals and the cook monitors the sugar and salt content to promote healthy eating.

p.3

Outcomes for children are good

Children gain the skills they need for their next stage in learning, including school. Babies are keen to explore the toys and are confident in their developing communication skills. Toddlers concentrate during group times and learn to listen to their friends' contributions. Older children practise their early writing skills, and some children write their names and form recognisable letters. They solve simple problems, such as how to make a cup of potion 'lighter' by pouring some out. Children show a positive attitude towards their learning.

p.3

Setting details

Unique reference number EY426166 Local authority Cornwall Inspection number 10062207 Type of provision Childcare on non-domestic premises

p.4

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 55 Number of children on roll 49 Name of registered person Flying Start Nurseries (SW) Limited

p.4

reference number

Date of previous inspection 25 August 2015 Telephone number 01326 573400

p.4

reference number

Flying Start Day Nursery in Helston opened in 1999 and re-registered in 2011, due to a change in company status. It is one in a chain of nurseries run by Flying Start Nurseries (S.W) Ltd. It operates from a detached building close to the centre of Helston, in Cornwall. The nursery opens five days a week from 8am until 6pm. It operates all year round with the exception of one week over Christmas. The nursery provides funded early education for children aged two, three, and four years. They employ a cook and seven childcare staff. Of these, seven hold appropriate early years qualifications, including one with an early years degree. The nursery follows aspects of the High-Scope and Forest School curriculum models.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

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

p.5