Bury and Whitefield Jewish Private Nursery

Bury and Whitefield Jewish Private Nursery Parr Lane, Bury, Lancashire BL9 8JT

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Inspection date 10 July 2019 Previous inspection date 4 October 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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 staff have been proactive in addressing all prior weaknesses. There is a new board of governors in place who share the same vision for the nursery. Staff have identified areas for development. For example, they have identified resources they wish to obtain to enrich children's learning further. n Staff understand children's individual care and learning needs well. There is an effective key-person system in place which means that children receive consistent care from one member of staff. Children are settled and happy and have built close attachments to staff. n Meaningful partnerships are in place with other professionals. The manager has worked closely with local authority advisers to develop the provision. Staff attend moderation meetings with teachers from the on-site school to ensure that assessment is consistent. This means teachers are informed of children's needs. n Staff work closely with parents to support children's individual needs. For example,

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This provision is good

when supporting children's self-care and independence skills. Parents contribute to systems of assessment and share children's achievements from home. n Parents are very complimentary about the nursery. They comment that they like the small 'family feel' of the nursery and say that 'staff are very nurturing'. n Learning opportunities in the outdoor area are not as well established as those in the indoor environment. n Staff do not consistently provide opportunities for children to consider different questions and use their thinking skills.

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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 provide a wider range of learning opportunities in the outdoor area, in order to extend children's interests during play n provide opportunities for children to consider problems and use their thinking skills, in order to maximise their learning.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during indoor and outdoor activities and assessed the impact this has on children's learning. n The inspector spoke with children, parents, staff, the management team, two governors and a local authority adviser during the inspection. n The inspector completed a joint observation with the manager. n The inspector held a meeting with the manager. She looked at documentation, such as children's development records, a sample of policies and procedures, systems of assessment and processes for supporting and monitoring staff performance. n The inspector spoke to a number of parents during the inspection to take account of their views.

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Effectiveness of leadership and management is good

The manager and staff have worked hard to address all previous areas of weakness. The new assessment process enables staff to have a better understanding of children's individual learning needs. Safeguarding is effective. Staff adopt effective safeguarding practices. For example, they agree a shared password with parents, for times when other adults in the family are collecting children. Staff are supported well through induction procedures, staff meetings and supervision meetings. The manager completes teaching observations and gives clear feedback to staff so they can develop their practice. Staff attend targeted training. For example, they have recently attended training on the different ways that children engage in play. This has had a positive impact on children, as staff are reflecting on the planned learning opportunities they offer.

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Quality of teaching, learning and assessment is good

Staff observe children as they play to understand their individual interests and identify their next steps in learning. They use this information to plan a range of interesting activities which engage children in learning. For example, toddlers develop their physical skills as they use scoops to make ice creams with foam. Staff are deployed well and are responsive to children's needs. For example, children build models using construction blocks and then request to extend this activity in the sand area. Staff promote mathematics well throughout the nursery. For example, younger children enjoy counting items hidden in sand, while older children use different containers in a water tray as they explore the concept of capacity. The manager assesses and monitors children's progress to identify gaps in their learning. Children make good progress in their learning and development.

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Personal development, behaviour and welfare are good

The nursery is a warm and welcoming environment. Staff nurture children's needs well. For example, they support young children to balance as they take their first steps and talk softly to them during nappy changes. Staff are positive role models for children. They remind children to use good manners and support them to understand the concepts of turn taking and sharing. Children listen carefully to staff and their behaviour is good. Children have opportunities to develop their independence skills. For example, staff encourage them to use cutlery as they eat lunch and put their coats on for outdoor play. Staff promote healthy lifestyles. For example, children attend weekly music and movement sessions. This supports their physical skills. Children take part in charity days and explore festivals from other cultures. This helps them to understand about the wider world.

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Outcomes for children are good

Children make good progress from their initial starting points. They engage with resources and demonstrate that they are enthusiastic learners. Children are learning to consider the needs of others and negotiate in their own play. They are able to express their needs and build relationships with their peers. Staff support children to build the skills they will need for future learning, including the move to school.

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Setting details

Unique reference number 316754 Local authority Bury Inspection number 10081637 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 - 3 Total number of places 56 Number of children on roll 31

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Name of registered person

Bury and Whitefield Jewish Nursery Governing Body

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reference number

Date of previous inspection 4 October 2018 Telephone number 0161 767 9390 and 0161 766 2888 (office)

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reference number

Bury and Whitefield Jewish Private Nursery registered in 1987 and is managed by the governing body of Bury and Whitefield Jewish Nursery School. There are nine members of staff employed who work directly with children. Of these, one has an appropriate early years qualification at level 4, and eight hold level 3. The nursery is open Monday to Thursday from 8am to 6pm, and on Friday from 8am to 3.30pm, all year round, with the exception of bank holidays and Jewish holidays.

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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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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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