Ambourne House Day Nursery

Inspection of Ambourne House Day Nursery 233 Gloucester Road, Patchway, Bristol BS34 6ND

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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 Not applicable

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The provision is good

The setting strives to promote children's independence and individuality. Through positive praise and a deep respect for children's cultural background, children learn to be confident about who they are. Children experience a wide range of traditions and festivities, for example parents reading stories in another language or wearing traditional dress. Staff focus on children's self-esteem and sense of identity. This helps children to feel safe and secure. Children are given a wide range of opportunities to learn about their community. For example, they travel by minibus to the nearby beach, following their interest in a story about a mermaid.

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The provision is good

Children of all ages have plenty of opportunities to develop their physical skills. Babies pull themselves up and hold onto staff, eager to toddle around the room. Older children race over planks balanced on logs and play chasing games with staff. Children are encouraged to take risks in a safe environment and challenge their own thinking. They enjoy banging nails into pieces of wood. They know they must wear goggles and take care when using tools. They expertly use the claw of the hammer to prise nails out and reposition them. Leaders identify that using tools enables children to develop hand-to-eye coordination. They also use these opportunities to strengthen hand muscles. This lays the foundations for handwriting later on.

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The provision is good

Parents speak very highly of the setting. Due to the COVID-19 pandemic, parents do not enter the setting but wait at the door. Staff have adapted how they communicate because of this. Parents know what their children are learning and understand what they can do at home to support them. Parents speak warmly about the genuine, positive relationships between children and staff.

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need to do better?

n Children are confident communicators. They explore the meaning of new words in songs. For example, they learn the meaning of the word 'kin' as they sing a song about Christmas. Children demonstrate good thinking skills. They make links to their family and talk about their 'aunty and grampy'. n Leaders have high aspirations for children, staff and the setting. The experienced manager understands how children learn and knows how to prepare them for the next stage in their education. Leaders ensure staff receive regular supervision and staff take part in peer-to-peer observations. On occasions, actions raised in supervision are not prioritised quickly enough. This means some inconsistencies in the quality of teaching remain. n Staff prepare interesting and well-planned activities for children. They are proud of the environment and the opportunities they offer. Staff explain, with confidence, why they have prepared an activity and what they want children to

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need to do better?

26 November 2021 learn. However, activities and play are often led by adults. Children would benefit from more opportunities to make their own choices. n Babies beam with enjoyment and clap along at song time. Warm, responsive relationships are very evident as babies snuggle in for cuddles. They respond well to their routine. Babies select a prop from the 'tap-tap box' to identify the song they would like to sing. Conversations with parents, alongside bespoke settling-in arrangements, mean staff are able to plan for children's learning from the onset. n Children behave well. Staff encourage and support children to resolve their own conflicts. Children are kind and considerate to each other. For example, they help each other to put on their shoes and do up zips. Children remember to say 'please' and 'thank you'. Staff model turn taking and sharing by offering calm and consistent reminders. n Children with special educational needs and/or disabilities make good progress

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need to do better?

at this setting. Staff ensure all children are respected as individuals. Staff ensure parents are fully involved in their children's learning and any intervention that takes place. Staff use simple British sign language to ensure that everyone is able to communicate. n Leaders are committed to ensuring children receive healthy, nutritious food at the setting. This is freshly prepared on site. Children loudly exclaim 'this is delicious' while sat down for lunch. Children pour their own drinks and help lay the table. This helps children develop their own independence.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The setting has a strong commitment to safeguarding children and families. Leaders are knowledgeable in this area and ensure staff receive regular training. Staff take their role seriously and understand their responsibility to keep children safe. They are alert to the signs of abuse and have robust procedures in place to report concerns about children's welfare. Staff also demonstrate a good understanding of what to do and who to contact if there are concerns about any member of the staff team. Children are taught how to keep themselves safe. For example, during outdoor learning, staff explain that not all dogs roaming freely like cuddles. Children are taught to not touch dogs and to put their arms by their sides and look at the sky.

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should:

n provide children with greater opportunities to make independent choices in play n strengthen the supervision, coaching and mentoring of staff to ensure a greater consistency in the quality of teaching.

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Setting details

Unique reference number EY551343 Local authority South Gloucestershire Inspection number 10174452 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 65 Number of children on roll 62 Name of registered person Ambourne House Limited

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reference number

Telephone number 01454615352 Date of previous inspection Not applicable

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Information about this early years setting

Ambourne House Day Nursery re-registered in 2017. The nursery is open Monday to Friday, from 7.30am until 6pm, all year round. A team of 13 staff work with the children. Of these, one holds early years teacher status, one holds qualified teacher status, three hold early years qualifications at level 6, five hold early years qualifications at level 3 and one holds a level 2 qualification. The manager has a level 6 qualification. The nursery is in receipt of funding for 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 provider and has taken that into account in their evaluation of the setting. n The inspector spoke to staff at appropriate times during the inspection and also spoke to the children. n The inspector and the manager went on a learning walk. The manager told the inspector what they want children to learn and how they would do this. n The manager and the inspector carried out a joint observation. They observed how well staff teach children and what they want them to learn. n The inspector spoke to parents and took into account their views on how well the setting cares for their children.

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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

26 November 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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