Priory Oaks Nursery

Inspection of Guisborough Montessori Nursery Prior Pursglove College, Church Walk, Guisborough, Yorkshire TS14 6BU

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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 feel happy, safe and secure at this nursery because of the 'family culture' created by the staff. All staff are committed to helping every child succeed and are attentive to their needs. As a result, children feel well supported, are eager to get involved and show positive attitudes towards learning.

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The provision is good

Staff have a good understanding of what children know and can do. They use this knowledge to plan a range of activities which develop children's knowledge and supports their next steps in learning. Leaders and staff provide a curriculum which is broad and balanced and caters for all. As a result, children develop the skills and knowledge required.

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The provision is good

Extended settling in procedures have worked well. Consequently, children form strong attachments with their key person and settle into the nursery routine quickly. Parents feel confident that children are well looked after and cared for. They comment that nursery is like a 'big family' and staff are 'caring and considerate'.

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The provision is good

Staff set high expectations for behaviour and consistently use a range of strategies, such as praise and encouragement, to motivate and engage children. When there are disagreements, staff are quick to support children to resolve issues. As a result, children develop resilience.

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need to do better?

n Leaders and staff have designed a curriculum that is inclusive and considers the developmental stages of all children. Staff are clear about what they want children to learn. Plans incorporate children's interests and the setting's key values. Children are building the knowledge and skills they need for future learning. n Relationships with parents are positive. Staff gather information from home about children's achievements, interests and routines to provide a personalised experience for all children. Staff share information with parents on how they can support their child's learning at home. n Children's communication skills are, generally, well supported. There is a strong focus on developing children's communication and language through songs, rhymes and stories. Staff understand the importance of modelling language and supporting children to learn new words. However, sometimes, staff don't give

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need to do better?

children enough time to think or use their imagination when responding to questions. n Staff promote the development of mathematical skills and language in everyday activities. For example, children were supported outdoors to identify and name

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need to do better?

21 March 2022 shapes. They show their understanding and learn to recognise a square, circle and triangle. n The well-organised baby room supports the development of children's physical and communication skills. Careful planning for the key skills babies need leads to effective activities that support children's next steps. For example, babies are given lots of tummy time, where staff place objects just out of reach to promote crawling. Staff sing and talk to babies, supporting the development of communication skills. n Children are heavily involved in the preparation of healthy lunches. Staff talk about the importance of healthy eating and good oral health. They encourage children to use utensils at lunch time, which they do proficiently. As a result, children develop high levels of independence and a good understanding of healthy practices. n The key-person system is well established. Parents speak with their child's key

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need to do better?

person regularly to share information and access support and advice. Staff have a good understanding of child development and know what children need to do next to move learning forward. As a result, all children make good progress from their starting points. n The provision for children with special educational needs and/or disabilities (SEND) is effective. The setting regularly engages with the local SEND team, speech and language, and other outside agencies. The special educational needs coordinator has introduced a range of strategies to ensure children are well supported. However, staff do not always consistently model new language and vocabulary to develop children's communication skills. n The manager supports staff well through regular supervision and feedback sessions. Each staff member has yearly targets set and has access to regular training opportunities to extend and develop their knowledge.

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need to do better?

n Leaders are dedicated to accurate self-evaluation and implement plans for continuous improvement. For example, local students from a pupil referral unit were enlisted to develop the outdoor area. Children now have access to large- scale provision, which effectively supports their learning and physical development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There are effective systems for staff to follow. Leaders are committed to ensuring safeguarding concerns are taken seriously. Staff complete daily checks and risk assessments to ensure that the environment is safe for all children. Leaders and staff receive regular safeguarding training and updates. They are confident about the procedures they need to follow if they have a concern. Staff are aware of safeguarding issues, such as the possible signs of radicalisation. Children learn about how to keep themselves and others safe. Leaders complete a robust recruitment process to effectively verify the suitability of adults working with children.

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should:

n support staff to give children enough time to think and use their imaginations to answer questions n ensure staff consistently model language and new vocabulary to build on children's communication skills.

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Setting details

Unique reference number 2548271 Local authority Redcar and Cleveland Inspection number 10214618 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 52 Number of children on roll 46 Name of registered person Tees Valley Collaborative Enterprises Limited

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reference number

Telephone number 01287 280244 Date of previous inspection Not applicable

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Information about this early years setting

Guisborough Montessori Nursery registered in 2019. The nursery employs seven members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday from 7am to 6.15pm all year round. The nursery provides funded early education for two-, three- and four-year-old children.

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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 this into account in their evaluation of the provider. n The inspector carried out a learning walk with the manager. The manager talked to the inspector about the curriculum and what they want children to learn. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this had on children's learning. n Parents talked to the inspector in person and sent emails to share their views of the nursery. n A leadership meeting was held where the manager and inspector looked at a range of documents, including those relating to staff suitability. n The views of children and staff were taken into account throughout the inspection. n The manager and inspector observed and evaluated an activity together.

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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

21 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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