Highbury Nursery & Day Care

Inspection of Highbury Nursery & Day Care Dovercourt Road, Cosham, Portsmouth, Hampshire PO6 2RZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The setting has a uniqueness in regard to its close connection as part of Highbury School. The core values of the setting are encouraged throughout. Children are valued as individuals and have their emotional needs met well. Some have only recently started at the setting and are already demonstrating a sense of belonging. For example, children comfortably explore the learning environment and are motivated to share these moments with practitioners. Practitioners have high expectations for all children. Their encouraging attitudes nurture children and allow them to feel safe. Children behave well and show pleasure in being around others.

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need to do better?

n Leaders and practitioners together have formed an ambitious learning-rich environment. The strong focus on communication and language is evident through practice and how the environment is designed. Practitioners model language well, which encourages the youngest children to develop their vocabulary and recognise familiar sounds. For example, children learn the word 'bubbles' as they excitedly explore bubble wands. Practitioners are quick to identify further learning opportunities for children, such as introducing number names as children build with blocks. They identify and put support in place for children with special educational needs and/or disabilities. This promotes the inclusive learning environment where all children have equal opportunities to progress. Practitioners have a good understanding of the areas they teach and how their children choose to learn. For example, they successfully adapt their

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need to do better?

planned activities to suit children's emerging interests. This flexible approach encourages children to make choices in their learning and progress well in their development. However, a system for exchanging children's interests and development between key people is not yet embedded. This is most impactful when children change key people. n Children are curious learners. They show enjoyment as they figure things out for themselves, such as when they put their painted hands on a mirror. They spend a considerable amount of time repeating this to understand why the paint stays on the mirror. Children have the freedom to explore in a caring and nurturing space. This promotes children to find their own learning experiences. Children behave well and show kindness to one another. n Children form good attachments to their key people. On occasions, children arrive at the setting hesitant to leave their parents. Practitioners manage this

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need to do better?

well with their sensitive and supportive approach, resulting in children settling quickly. Practitioners are quick to spot when children need assistance and show pleasure in encouraging their independence. For example, they provide tissues for children who need to blow their nose. Practitioners form good professional relationships with parents, which supports children's all-round learning and

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need to do better?

25 September 2019 development. n The newly appointed headteacher and the manager of the setting share an ambitious vision. Together with the staff team they pull their knowledge and experience of children to create core values. Respect is shown to all in the setting and promoted well. However, on occasions practitioners do not communicate choices to the youngest children effectively when their personal hygiene needs are carried out. Leaders act with integrity through all that they do. This supports the needs of all children and their families. They have rigorous systems in place for performance management. This has proven successful in developing practitioners' knowledge and understanding, such as around effective communication. n During conversations with parents, they feedback to practitioners that their children have settled well into the setting. They appreciate the regular feedback from practitioners and comment that this helps them keep track of their

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need to do better?

children's personal care needs and learning and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The headteacher and manager work closely with the staff team to develop their awareness and understanding of safeguarding. They are both confident within their roles and responsibilities in regard to child protection and children's welfare. They have previous experience in making referrals to outside agencies and working with the local authority should there be an allegation against a member of staff. They keep robust documentation of concerns and referrals on an online system. Practitioners know signs and indicators of abuse, including how to report welfare concerns. They understand the procedures to follow should they choose to escalate a concern to an outside agency in relation to children's welfare.

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should:

n strengthen systems for communication between practitioners so children's interests and development are known and these can inform future teaching, particularly when changing key person n further embed the culture of support by enabling the children to have choices during their personal care.

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Setting details

Unique reference number EY315368 Local authority Portsmouth Inspection number 10108619 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 1 to 2 Total number of places 10 Number of children on roll 12 Name of registered person Highbury Primary School Governing Body

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reference number

Telephone number 02392 215600 Date of previous inspection 3 June 2015

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Information about this early years setting

Highbury Nursery & Day Care registered in 2005 and is managed by the Highbury School's governing body. The nursery operates from a purpose-built building in the grounds of Highbury Primary School, in the Portsmouth area of Hampshire. The nursery opens five days a week during term time only. Nursery sessions are from 8.30am to 6pm and it offers a breakfast club from 7.30am. The nursery employs four members of staff to work with the one- to two-year-old children. Three staff are qualified to level 3 and the manager holds a qualification at level 4.

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Inspection activities

n The inspector, manager and headteacher carried out a learning walk across all areas of the nursery to understand how the early years provision and the curriculum are organised. n The inspector carried out one joint observation with the manager and headteacher to observe the quality of teaching. n The inspector held discussions with children, practitioners and parents at appropriate times throughout the inspection. n The inspector looked at a sample of documentation. This included staff suitability checks and planning documents. n The inspector, manager and headteacher held a leadership meeting.

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Inspection activities

We carried out this inspection 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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Inspection activities

25 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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