Flower Pots Day Nursery

Inspection of Flower Pots Day Nursery 188 Wycombe Road, Prestwood, Great Missenden, Buckinghamshire HP16 0HJ

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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

Children are happy. They show that they feel safe with the nurturing staff. These warm relationships are evident throughout the nursery, and especially so in the baby room. Babies new to the nursery settle well because they receive lots of cuddles, smiles and reassuring words. Soon these babies are playing happily. In other rooms in the nursery children show the same good levels of well-being. They snuggle in for stories and thoroughly enjoy the company of the jolly and enthusiastic staff. Children learn about acceptable behaviour. They listen to what they are asked to do and cooperate well with routines. This helps to ensure that useful learning time is not lost. Children know what to do to get ready to go outside or for mealtimes. These times are calm and well managed.

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The provision is good

Children make good progress as they move through the nursery. By the time they leave, they have lots of the skills and knowledge that they need for the next stage in their learning. Children develop a broad vocabulary that enables them to express their needs and ideas. They learn to enjoy books and to sing with confidence and enjoyment. Children can play with their friends, taking turns and use toys purposefully. They can manage their own personal care needs.

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need to do better?

n Staff model language really well. They adapt their interactions very effectively to the ages of the children they are talking with. As a result, over time children develop into confident and competent communicators. Staff show babies toy animals and repeat the names and noises they make. Babies listen and begin to repeat back. Toddlers hear words such as 'wobbly' and 'squishy' to describe the jelly they play with. Older children confidently ask questions and take turns in conversations. n Staff use children's interests effectively to deliver meaningful learning experiences. For example, staff build on older children's interest in superheroes to teach them about the real-life superheroes who help us. n Although staff support children's communication skills very well overall, some younger children spend longer than they need with their dummies in their mouths. This limits their opportunities to use the words and phrases they are

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need to do better?

hearing and learning. n Children develop a real love of books, stories and songs. Staff prioritise reading with children. The book corners are busy with children all day. Babies turn the pages of board books and toddlers point out and talk about what they can see. This interest prepares them well for later reading and writing. n In their enthusiasm to provide a challenging curriculum for older children, staff sometimes plan activities that are not best matched to the ages and stages of development of the children. For example, rather than focusing on helping

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need to do better?

10 March 2022 children distinguish between different sounds in the environment, staff follow a programme of 'letter of the week'. Children engage less well at these times. They are not benefiting from accurate teaching that best prepares them for learning about letters and the sounds they represent at school. n Children with special educational needs and /or disabilities (SEND) receive very effective support to join in and get the most from the curriculum. Staff use successful strategies to help children join in with the activities on offer. Staff also offer personalised learning to help close gaps and to enable children to make the progress of which they are capable. n Children are inquisitive and curious. They find the experiences on offer engaging. The nursery is full of happy children who are thoroughly enjoying their learning. n Staff use care routines very well to help children feel emotionally secure. Staff

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need to do better?

tell babies what is going to happen next, for example that they are going to carry them to a different part of the room or to change their nappy. n Children have lots of opportunities to enjoy physically active play. This helps them learn to appreciate and enjoy an active lifestyle. Babies have plenty of space to practise their crawling and walking. Toddlers and older children confidently use climbing and balancing equipment. n Leaders work very effectively to maintain high standards and build professional partnerships with parents. They praise staff for what they do well and offer constructive feedback to help them improve further still. They are very committed to improving the experiences of children further still.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff, including the designated safeguarding lead, show a secure understanding of their role in keeping children safe. All staff receive regular training , and the leadership team ensures that staff's knowledge remains up to date. For example, they discuss safeguarding at staff meetings and supervisions. Staff know how to recognise the signs that could indicate a child is at risk of harm or neglect. They know how to share these concerns, and the importance of doing so promptly, to protect children. Staff maintain a safe and hygienic environment for children. The leadership team follows robust recruitment and vetting procedures to ensure that those they employ to work with children are suitable to do so.

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should:

n review the policy on the use of dummies to support younger children to confidently spend less time using their dummies so they have more opportunities to use the words and phrases they are learning

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should:

10 March 2022 n ensure all activities are matched well to the age and stage of the children taking part, to help them make best progress in the next phase of their learning.

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Setting details

Unique reference number 2498862 Local authority Buckinghamshire Inspection number 10194583 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 79 Number of children on roll 131 Name of registered person Flower Pots Day Nursery Childcare Ltd

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reference number

Telephone number 01494866444 Date of previous inspection Not applicable

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Information about this early years setting

Flower Pots Day Nursery registered in 2019 and is situated near Great Missenden, Buckinghamshire. The nursery is open each weekday, from 7.30am to 6.30pm. The provider employs 17 staff, of whom 11 hold relevant early years qualifications. The provider receives funding for the provision of free early education for children aged three and four years.

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Inspection activities

n This was the first routine inspection the provider 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 provider. n The manager and the inspector completed a learning walk together and discussed the early years curriculum. n The inspector and the manager carried out a joint observation and evaluated the quality of education. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n Parents and children shared their views and the inspector took these into account. n The inspector held meetings with the manager and representatives of the provider to find out about the management and leadership of the setting.

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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

10 March 2022 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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