everyFAMILY Limited

Inspection of Brentry and Henbury Children's Centre Brentry Primary School, Brentry Lane, Henbury, Bristol BS10 6RG

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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 Good

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The provision is good

Children are happy, safe and settled in the welcoming and nurturing environment. Strong attachments are evident between staff and children. Children arrive excitedly and greet their key person and other staff. Staff get to know children and their families well through an effective and well-established key-person system. They gather valuable information about children's individuality. For example, staff conduct home visits and complete 'All about me' booklets. Staff use this information to inform planning and to efficiently identify next steps in children's learning.

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The provision is good

Managers are passionate about inclusive care and education. They continually reflect on the environment to help meet all children's needs effectively, particularly children with special educational needs and/or disabilities (SEND). Staff have high expectations of all children. They use additional funding effectively to provide appropriate and targeted support for children, to ensure their best outcomes. For example, newly introduced woodwork sessions teach children how to safely use real tools to help build confidence and a 'can-do' attitude to learning.

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The provision is good

The well thought out rooms and outdoor areas stimulate children's curiosity and challenge their learning. Children are eager to play and behave very well together. Outside, children can access different surface textures such as bark, wood and sand. This helps motivate them to explore using their senses. Parents speak highly of the nursery. They generally feel well informed and are very happy with the progress their children make. In particular, they feel involved in their child's learning. They enjoy looking at pictures, observations and assessments on their child's online learning journal and have opportunities to comment and contribute.

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need to do better?

n Managers are dedicated and lead their team well. Overall, they provide good coaching and support for staff. However, they have not yet developed methods to help staff raise the quality of their teaching to a consistently high level. n Strong partnerships between staff, parents, the on-site family-support unit and external agencies benefit children and families very well. As a result, all children including those with SEND, and those in receipt of additional funding make rapid progress from their starting points, which ensures their best outcomes. n The well-being of staff is of utmost importance to the supportive managers and they recognise the link between this and the quality of care for children. Planned team-building and welfare days help the staff team to relax and bond. Managers take time to express personal thanks for recognised hard work and staff are nominated for professional achievements. As a result, staff report that they feel

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need to do better?

very well supported and valued, and that they are happy in their work.

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need to do better?

13 February 2020 n Staff continually reflect on the learning environment for children. They closely observe children at play and respond to their interests. For example, observations showed that toddlers like to climb inside the sand tray as well as dig and pour the sand. Staff added an additional, larger sand tray to enable the children to explore the sand using their whole body movement and maximise the sensory experience. n Staff teach children to manage their own personal needs independently. For example, with encouragement and guidance from staff, children learn to carry out tasks for themselves, such as fastening their own coats and putting on their shoes. n Staff follow children's interests and they ensure children lead their play. Staff skilfully expand and extend children's communication and personal, social and emotional skills, through effective questioning and commenting during their chosen play. However, there is scope to broaden children's learning

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need to do better?

opportunities with mathematics, particularly for older children. n Children benefit from healthy snacks and nutritious meals, follow robust hygiene routines and have plenty of opportunities to be physically active. Staff also work closely with parents on healthy diets for children. They share guidance with them for healthy packed lunches and create informative displays to highlight issues such as hidden salt and sugar content in some foods. n Children learn about the natural world in meaningful ways. For example, the resident chickens provide an interesting and effective learning opportunity that captivates children's curiosity as they learn about where eggs come from. Children have the opportunity to be 'hands-on' as they help to collect the eggs and also care for the chickens as they bathe them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are aware of their responsibilities to protect children in their care from harm. They undertake regular safeguarding training, can recognise the signs and symptoms of when a child may be at risk and know the reporting procedures to follow if they are concerned about the welfare of a child. They also have awareness of the wider safeguarding issues such as radicalisation. Staff are aware of the whistle-blowing policy and what to do if they become concerned about the conduct of a colleague. Managers act with professionalism and integrity in the event of any safeguarding concerns raised. They implement and follow robust and thorough procedures. Managers work closely with the relevant external agencies, act on advice and conduct full and detailed investigations. Managers consider the safety of children to be paramount and this is placed at the heart of every decision they make.

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should:

13 February 2020 n strengthen the monitoring of staff practice to raise the quality of teaching to a consistently high level n further develop opportunities for children's learning, particularly mathematics for older children, to prepare them for school.

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Setting details

Unique reference number EY273368 Local authority Bristol City of Inspection number 10061778 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 to 4 Total number of places 103 Number of children on roll 193

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Name of registered person

Brentry and Henbury Childrens Centre Limited

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reference number

Telephone number 0117 959 3800 Date of previous inspection 29 July 2015

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Information about this early years setting

Brentry and Henbury Children's Centre registered in 2006. It opens Mondays to Thursdays from 8am to 5.30pm and on Fridays from 8am to 5pm, all year round. The centre receives funding to provide free early years education for children aged two, three and four years. There is a team of 64 staff, including the centre director. One member of staff has a level 7 qualification and, of the remaining staff, 44 hold qualifications between level 2 and level 6.

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Information about this inspection

Inspectors Michelle Grayling Rachael Williams

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Inspection activities

n The inspectors observed the children at play both indoors and outdoors. n The inspectors spoke to parents and considered their views. n A range of documentation was sampled by the inspectors, including safeguarding procedures and the suitability of staff. n Managers showed inspectors around the nursery. They discussed how they organise the environment and how they plan the learning experiences on offer. n A joint observation was conducted between an inspector and manager, and together they evaluated the effectiveness of teaching.

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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

13 February 2020 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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