Berry Lane Nursery

Berry Lane Nursery Scout Hut, Berry Lane, Rickmansworth, Hertfordshire WD3 7HQ

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Inspection date 4 July 2019 Previous inspection date 12 May 2016

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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

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This provision is good

n The manager and her dedicated staff team support the most vulnerable children and their families well. Families and children develop strong and trusting relationships with the staff. The staff share strategies with parents to help them to provide children with continuity in their care and learning. n Teaching across the nursery is consistently strong. The experienced manager monitors staff performance carefully. She encourages staff to learn from each other. For instance, staff complete peer-to-peer observations where they can discuss their practice with one other. n Children remain engaged at the activities they choose. Staff provide children with an interesting learning environment which offers a broad range of motivating opportunities for the children to learn indoors and outdoors. n Staff monitor and assess children's learning and progress confidently. The manager uses the data she gathers effectively to identify any gaps in particular groups of

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This provision is good

children, such as those children for whom the setting receives additional funding. She reflects upon how she can use this funding effectively to support all of the children to progress well. n Staff do not always fully support children effectively enough to understand and follow the routines of the session at nursery, such as during registration and story time. n Occasionally, children do not demonstrate a strong enough understanding of how to share and take turns with other children.

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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 enhance the support offered to children to understand and participate in the routines of the session fully so that they can maximise their learning during their time at the nursery n support children to develop their sharing and turn-taking skills even further so that they can positively enhance their social skills and relationships with others.

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What the setting needs to do to improve further

n The inspector had a tour of the premises indoors and outdoors. n The inspector and the manager jointly observed the teaching of a planned activity. They discussed the impact of the teaching on children's learning. n The inspector held conversations with parents. She took their views into consideration. n The inspector spoke to staff and children at appropriate times throughout the inspection. n The inspector met with the manager and looked at a range of documentation, including staff suitability documents, children's progress records and nursery policies.

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Effectiveness of leadership and management is good

Safeguarding is effective. The staff team has a strong understanding of how to support children's welfare. They confidently identify signs of potential abuse and know who to raise their concerns with. Staff work collaboratively with the teachers at other settings children attend, such as when they share information about children's progress. The supportive manager meets regularly with the staff. She offers them a range of opportunities to develop their qualifications further. Staff are actively encouraged to help enhance the nursery provision. For instance, they use the knowledge they gain from training to share information with parents regarding healthy food choices for children. Parents are very happy with the service that is provided. They feel their children are safe and well cared for. Children enjoy new experiences, such as when they visit the zoo to learn more about animals and their habitats.

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Quality of teaching, learning and assessment is good

Staff know the children well and identify their likes and dislikes. They use this knowledge effectively to motivate children in their learning. For instance, staff encourage children to count the number of stairs in the toy doll's house. Staff ask the children a range of questions. This helps them to expand on their ideas further. Staff provide children with detailed explanations to develop their understanding of topics, such as sinking and floating. They encourage the most able children to make predictions about what will happen when various items are added to the water. Children develop their small muscles, which helps them to prepare to write. For example, they make marks in boxes on charts and persevere as they write their names on their work.

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Personal development, behaviour and welfare are good

Staff talk to children about the vegetables they eat at snack time. They support children to understand why it is important to eat healthy food. Children confidently talk about their preferences, such as when they talk about the different colours of pepper they prefer. Staff respond kindly to children who are in need of comfort. They provide them with verbal reassurance when needed. Children listen to the instructions that staff give them and follow these well. Staff vigilantly support children who have individual needs and dietary requirements. They form strong working relationships with other professionals. For instance, they work with medical professionals to gain training which helps them to use required medical equipment appropriately.

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Outcomes for children are good

All children make positive progress from their initial starting points. Older children use tongs and spoons to serve themselves. They pour their own water and milk into cups. Children listen to stories with interest, such as when staff read them stories about internet safety. They answer questions confidently. For example, they tell staff that they should not tell people their names or how old they are if they don't know them. Children are well supported to prepare for their move to school. For instance, they practise dressing up in school jumpers from nearby schools. They confidently put the jumpers on themselves. Children develop their imaginations as they play. For example, they play in the home corner and pretend to make meals for their friends and the staff.

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Setting details

Unique reference number EY297245 Local authority Hertfordshire Inspection number 10067211 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 36 Number of children on roll 63 Name of registered person Elliott, Pamela

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reference number

Date of previous inspection 12 May 2016 Telephone number 01923 721213

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reference number

Berry Lane Nursery registered in 2004. The nursery employs eight members of childcare staff. Of these, five staff hold appropriate early years qualifications at level 2 or above, including the manager who has early years teacher status. The nursery opens Monday to Friday, from 9am to 3pm, term time only. The nursery provides funded early education for two-, three- and four-year-old children.

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

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