Flying Start Nursery - Cornwall College

Inspection of Flying Start Nursery - Cornwall College Flora House, Stone Way, Poole, Redruth TR15 3FG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are excited to come into this bright and airy nursery. They greet friends and staff warmly, and quickly engage in play. Children make good progress in all areas of learning. This is because the curriculum is thoughtfully planned around their interests and needs. Staff have very high expectations for all children and believe in them. Babies are encouraged to take steps independently as they learn to walk. Toddlers learn new words as they feel and touch real vegetables in the home corner. Pre-school children develop their fine motor skills as they use scissors to snip herbs for the potions they create in the garden. Staff expertly support all children. They model new words to the younger children and offer suggestions to extend the play of older children. All children stay very focused in their play. They have a can-do attitude as the knowledgeable staff encourage them with lots of praise.

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The provision is good

Children demonstrate that they feel very safe. They are confident as they know that staff truly care for them. Children behave extremely well and calmly follow the routines. They know what is expected of them and are very considerate towards each other. For instance, older children support younger children as they climb on a frame. They clap in delight when they succeed.

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need to do better?

n Babies develop their senses and learn new words rapidly as they explore lights and sounds in sensory baskets. Toddlers learn to chop fruit for snack independently, which helps to develop their fine motor skills. They also begin to understand risk when they use knives safely. Pre-school children learn mathematical concepts when they play. They discover the difference between heavy and light as they weigh food in the home corner. Children compare lengths. They talk about 'short' and 'long' as they draw chalk lines to represent the length of animals from Africa. However, while leaders and managers aim to promote children's language development, at times staff use slang rather than the correct words. n Leaders and managers support staff extremely well. They are passionate about ensuring staff are happy and healthy. They know this has a positive impact on the children. Leaders use supervision meetings and mentoring systems

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need to do better?

effectively to evaluate strengths and areas for growth. They encourage staff to develop and learn, and offer excellent training opportunities. Staff have recently attended a communication and language course. As a result of training, they have adapted their classrooms to include communication-friendly areas to encourage children's speech. They have also introduced resources to support the team with the key vocabulary they want children to learn. n The nursery staff have excellent partnerships with parents. They have

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need to do better?

11 April 2022 reintroduced stay-and-play sessions. This allows parents to understand how the nursery supports their children's learning. Parents use this knowledge to extend their children's learning at home. They greatly value the communication they receive from their child's key person. Parents are informed about their children's progress and next steps, for example during meetings with their child's key person. n Children develop an excellent awareness of healthy lifestyles throughout the setting. They move freely, exploring, climbing and balancing in the garden. Children grow vegetables, such as peas, and learn how to care for them. They harvest the vegetables for the nursery cook to use. Children eat healthy, home- cooked lunches together and talk about how the food helps them to grow. Older children brush their teeth after their meals and learn how to care for their teeth effectively. n Knowledgeable staff carefully observe the children. They use effective

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need to do better?

assessment and planning to ensure all children make good progress, including those with special educational needs and/or disabilities (SEND). The special educational needs coordinator has excellent partnerships with local speech and language therapists and with the local authority. The coordinator works collaboratively with parents and staff to ensure that children with SEND thrive and receive the right support.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have an excellent knowledge of how to keep children safe. They know how to quickly identify and report concerns about children. Comprehensive training and policies help to ensure staff are up to date and very knowledgeable about safeguarding issues, including the 'Prevent' duty. Staff know how to report concerns about other staff appropriately. Leaders have a robust recruitment system to ensure all staff are suitable to work with children. Regular risk assessments and effective staff deployment help to keep children safe at all times.

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should:

n ensure staff consistently use and model correct words when supporting children to develop their language skills further.

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Setting details

Unique reference number EY426162 Local authority Cornwall Inspection number 10232746 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 96 Number of children on roll 147 Name of registered person Flying Start Nurseries (SW) Limited

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reference number

Telephone number 01209610666 Date of previous inspection 16 November 2016

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Information about this early years setting

Flying Start Nursery - Cornwall College registered in 2011. It is part of the Flying Start Nursery group and is situated in Cornwall College in Pool, Redruth. The nursery is open from 8am to 6pm, Monday to Friday, all year round. It receives funding for two-, three- and four-year-old children. There are 22 members of staff. Of these, two are early years professionals, one has a degree in early years and childcare, one has a level 5 qualification in early years and childcare, and 15 have a suitable level 3 qualification in early years and childcare.

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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 of all areas of the nursery and discussed the early years curriculum. n Children spoke to the inspector about their friends and what they like to do when they are at the nursery. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with leaders about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education provided indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The room leader and the inspector carried out a joint observation during snack time. n The inspector spoke to several parents during the inspection and took their views into account. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff to work in the nursery.

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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

11 April 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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