The Nest

Inspection of The Nest 89 Islingword Road, BRIGHTON BN2 9SJ

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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 Requires improvement

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The provision is good

Children arrive happy and excited to learn. Children have developed secure attachments with their key person and other staff, helping them to settle quickly. They make their way into the well-organised environment and confidently access the resources they wish to explore. Children happily share information with others about their families and the things they like most at the setting. Younger children engage in non-verbal exchanges with adults. For example, they show adults the resources they are exploring and wait for a response before moving on.

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The provision is good

Children enjoy looking at books and confidently share their favourite books with other children and adults. They remember and retell parts from their favourite stories. Children create ice creams and cupcakes using play dough. Those who are less confident take their time to explore the activity and then proudly share the cupcakes they have made with others. Children behave well most of the time. They can, at times, lose interest in activities and need support to focus their attention. The outdoor area has recently been improved to support the most disadvantaged children to succeed, promoting children's understanding of the world and their physical development. For example, children enjoy trying out and practising different yoga poses with the support of adults.

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need to do better?

n The setting kept in contact with parents during a period of closure due to the COVID-19 (coronavirus) pandemic. Upon returning to the setting, children were given time to settle back in. Parents are happy with how their children were supported to return. The setting keeps parents updated on the things their children like to do while they are with them. n Leaders and the staff are clear about their curriculum and what they want children to learn. Staff are aware of the progress children are making and the areas to focus on in order to support their development further. Staff use sand timers to support younger children with transitions and turn taking. Older children are learning to form letters and are preparing for the next stage in their learning. n The setting supports a number of children who are learning English as an additional language. They work with parents to make sure that they understand

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need to do better?

children's needs and interests. The setting works well with other professionals to ensure that children's individual needs, including their health and welfare, are promoted. n Staff understand what they are teaching children and they are creative in the way they do this. They support children's learning with a range of activities, listening and responding to children's interests. For example, children use their fingers or sticks to write letters in dry flour. Staff respond to children when they

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need to do better?

16 June 2021 request to add water to the flour to see if it makes dough. n Staff are not always able to respond to children's behaviour in a timely way and their approach to managing behaviour can differ across the setting. This can disrupt other children, impacting their learning as well as children's understanding of how to conduct themselves. n Children's independence is well promoted and encouraged. For example, they are encouraged to put their own shoes on to go outside. They have to ask for the gate to be opened to access the toilet. However, they independently go to the toilet and know to wash their hands afterwards. Staff offer children mirrors to support them with self-care, such as wiping their nose. n Leaders offer a training programme for all staff to develop professionally and endeavour to have a spread of experience and skills across the setting. However, at times, staff's skills and experience do not always fully support the

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need to do better?

aims of the curriculum, resulting in children losing attention and focus. n Leaders have worked hard to support the staff team in their roles, providing them with ongoing, meaningful supervision. Staff feel well supported by the management team and they are all clear on their roles and responsibilities. Leaders regularly meet with staff to share good practice, discuss targets, and ensure staff's well-being is supported.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding lead and staff understand their roles and responsibilities well. They are confident about how to identify signs of abuse and their responsibility to respond to any concerns they may have, including whistle- blowing. Leaders follow robust recruitment procedures. These include assessing staff's ongoing suitability to work with children. Accidents and incidents are monitored and reviewed regularly to ensure children's well-being is supported and the environment remains safe for all children.

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should:

n further develop staff's expectations of children's behaviour to ensure behaviour management is embedded fairly and consistently across the provision n review and improve the deployment of staff to ensure their skills and experience fully support the implementation of the curriculum.

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Setting details

Unique reference number EY546064 Local authority Brighton and Hove Inspection number 10113278 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

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inspection

Total number of places 50 Number of children on roll 82 Name of registered person The Nest Hove Ltd

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reference number

Telephone number 01273087060 Date of previous inspection 11 June 2019

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Information about this early years setting

The Nest registered in 2017. It is located in Brighton, East Sussex. The nursery is open each weekday from 8am to 7pm all year round. There are 11 members of staff, eight of whom hold early years qualifications at level 2 or level 3. The provider is in receipt of funding for the provision of free early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The inspector sampled documentation, such as staff supervisions, first-aid certificates, and children's information. n The deputy manager and the inspector took part in a learning walk at the start of the inspection to find out what they intend children to learn and how staff implement the curriculum. n The inspector and the deputy manager carried out a joint observation to find out how they evaluate the teaching and how they promote professional development. n The inspector spoke to staff and children throughout the inspection and gained the views of parents by telephone.

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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

16 June 2021 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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