Elizabeth Fry School

Barnies Day Nursery Bell 5, The Hop Farm Country Park, Beltring, Paddock Wood, Kent TN12 6PY

p.1

Inspection date 28 June 2019 Previous inspection date 18 May 2015

p.1

This inspection: Outstanding 1

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

p.1

This provision is outstanding

n Leaders show exceptional dedication to working with parents to secure the best possible outcomes for children. For example, parents are invited to stay-and-play sessions where they are supported to understand how and what children are learning through their play. n The quality of learning opportunities is exemplary. For example, the leaders are working with a PhD researcher to embed teaching that will support children to develop healthy eating and physical activity habits to promote their life-long health. n Staff treat children with respect in all their interactions. For instance, they ask young children for permission to change their nappies. n Children receive excellent support to prepare them for their transitions to school. They are highly independent and are supported to confidently make their needs known to adults. n Leaders demonstrate a determined and systematic approach to evaluating and reviewing practice. This includes gathering the views of all parents, children and staff.

p.1

This provision is outstanding

n Staff are encouraged to reflect on their practice, for instance, by conducting research projects on challenging issues. They use what they learn to plan high-quality experiences for children. n Children have extensive opportunities to learn about families and communities beyond their experience. For example, they have been learning about other countries and the role of the United Nations. Leaders have identified that there is even more scope to embed celebration of similarities and differences in everyday practice.

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 strengthen the already excellent teaching that supports children's awareness of the diversity of people's experiences to even further embed the celebration of similarities and differences in everyday practice.

p.2

What the setting needs to do to improve further

n The inspector had a tour of all areas of the premises. n The inspector observed practice with the manager. n The inspector spoke to children, parents and staff throughout the inspection and took their views into consideration. n The inspector sampled a range of paperwork including policies and procedures. n The inspector observed staff interactions with children in all areas and during a range of activities.

p.2

Effectiveness of leadership and management is outstanding

Leaders are dedicated to using their expert knowledge of the early years foundation stage to promote the best outcomes for the children in their care. The manager provides exceptional support for staff to develop their teaching to the highest level. Progress for individuals and groups of children is rigorously scrutinised. Any progress gaps are promptly highlighted and swift action is taken, including referral to other agencies if appropriate. Safeguarding is effective. All staff have an excellent knowledge of who to contact if they are concerned about a child. Safeguarding training is undertaken regularly and staff are supported to fully understand their role in keeping children safe.

p.3

Quality of teaching, learning and assessment is outstanding

Staff use their detailed knowledge of the different ways children learn to build on what children know and extend their interests. For example, in a planned activity, the practitioner skilfully used a variety ways to engage children, as they delighted in solving their own challenges independently and at their own pace. More experienced children learn to share their knowledge with the younger children. This further embeds their learning. Staff provide extensive opportunities for children to develop physical skills. For instance, they confidently select tools to use in their exploration of ice and learn how to use scissors safely. Outdoors, they gleefully run, climb, balance, negotiate spaces and manoeuvre objects. Staff teach children exceptional skills to keep themselves healthy, such as learning about portion control and tooth brushing during mealtime routines. Excellent relationships with other professionals and parents result in a consistent

p.3

Quality of teaching, learning and assessment is outstanding

approach to meeting children's care and learning needs. The teaching of mathematics is fully embedded in daily activities. Staff use all opportunities to support children's developing understanding of mathematical language. Children learn skills for writing, such as when they draw and write sums.

p.3

Personal development, behaviour and welfare are outstanding

Staff interactions provide an excellent example for children, who are consistently kind and considerate to each other. The youngest children develop an exceptional sense of security through strong attachments to their key persons. As their confidence builds, they venture out to play with the older children. There is a calm and happy buzz in the nursery where all children and staff chat and play together. Children's transitions to school are skilfully supported. For example, staff share valuable information with teachers and work with them to implement plans that meet children's individual needs. They work with parents to support every child to be confident about the next stage of their learning.

p.3

Outcomes for children are outstanding

All children make exceptional progress from their starting points. Although they relish adult attention, children are highly self-motivated in their play and approach every opportunity with enthusiasm and curiosity. They demonstrate maturity in social situations and confidently approach adults to engage them in their play. Children develop a love of books as they share stories with the staff. Their evident love of learning and exceptional social skills mean that they are fully prepared for school.

p.3

Setting details

Unique reference number 127004 Local authority Kent Inspection number 10108456 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 50 Number of children on roll 55 Name of registered person Windsor, Ann

p.4

reference number

Date of previous inspection 18 May 2015 Telephone number 01622 872788

p.4

reference number

Barnies Day Nursery and out-of-school club registered in 1999. It is situated in Paddock Wood, Kent. It opens Monday to Friday from 8am to 6pm all year round and receives funding to provide free early education to children aged two, three and four years. There are 13 staff who regularly work in the nursery. Of these, three hold early years professional status, one is qualified to level 4 and five hold relevant qualifications at level 2 or level 3. There are four further staff who are working towards level 3 qualifications.

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