Nynehead Under 5s

Inspection of Nynehead Under 5s Old Nynehead Primary School, Nynehead, Wellington TA21 0BL

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Overall effectiveness Requires improvement

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

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The provision requires improvement

The manager and staff have made some improvements to raise the standards at the pre-school to a higher level, in particular to ensure that children remain safe. However, the quality of teaching is not consistent and, on occasion, staff do not interact well enough to engage children fully in their learning.

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The provision requires improvement

Staff build a well-designed curriculum, overall. Children, including those who receive additional funding, develop good communication and language skills. Children enjoy stories. They show interest and ask questions about the Queen's handbag. Staff model language well and repeat mispronounced words with accuracy and sensitivity.

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The provision requires improvement

Children show interest in large number shapes and relish the opportunity to match vehicles to the numbers they have chosen. They challenge themselves further to match the number with vehicles of the same colour. They create simple calculations. For example, they find a number eight and number two and ask 'how much is eight plus two?'

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The provision requires improvement

Children form close attachments with known and trusted key people. Children feel safe to invite unfamiliar adults into their play. For example, young children are keen to show the inspector how they wash their hands and where they sit for a snack. Children enjoy taking on small responsibilities, such as collecting cups after snack and completing a headcount during registration time. They understand routines and listen to requests, such as to tidy up. However, staff have not acted promptly to put measures in place to support those children who find transitions stressful.

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need to do better?

n Staff know the children well, overall. They plan a broad and balanced curriculum, which considers children's interests linked to ongoing themes, such as the Queen's Jubilee. The curriculum focuses on preparing children for their move to school. For example, children confidently use 'flipper flappers' to dance and to follow directional instructions. Children progress to using tools and writing equipment in more-focused activities, building on what they can do successfully. For example, children use scissors as they explore creatively to make bunting, a crown and a model of the Queen. n Staff use stories to introduce activities. For example, before children grow their own runner beans, they read stories to help explain growth and explore healthy eating. However, some staff do not build on children's prior learning to help them recall what they have learned when they engage in more-focused activities, such as planting flowers. Some staff do not know how to engage and

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need to do better?

24 May 2022 excite children, and children become disinterested in the mundane task of using a trowel to move compost from a bag to a large pot. n Although staff complete initial assessments to identify children's starting points, they do not address any gaps in children's learning promptly in partnership with parents and relevant professionals. Staff have not put plans in place quickly enough to support children's learning, and have not used available resources, such as a visual timeline, successfully to support children to join in with all aspects of pre-school life. n Children show a good understanding of hygienic practices, such as washing their hands before they eat and after they blow their noses. Staff consistently remind children of how to keep safe and provide clear explanations to improve their understanding. n Children behave well. They understand the 'golden rules' and play nicely together. Children understand that they may need to wait before a member of

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need to do better?

staff can help them. For example, staff explain that once they have finished a nappy change they will help. Therefore, children learn to wait patiently. n There is a good exchange of information when staff greet parents and children at the door. Parents feel that there is a good exchange of information about their children's progress and that they receive good ideas on how to support learning at home through the newsletter. Children like the book-loan scheme and are keen to share their favourite books with parents. n The manager has worked closely with staff to plan a well-designed curriculum and to provide support and coaching for their professional development with individual targets. However, the manager has not monitored the effectiveness of the support and guidance offered as efficiently as she could. This has meant that the quality of teaching and the implementation of the curriculum are not consistent. For example, children concentrate well on tray puzzles, rotating the

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need to do better?

pieces until they fit. However, staff do not use opportunities that arise to help those children who are less confident in social situations to build relationships with their peers when they come to join in and show a similar interest.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children benefit greatly from the safe and secure premises. Staff recognise the importance of following up on children's absences to ensure they remain safe. There are effective arrangements to ensure that children are collected by known and authorised adults. The designated safeguarding lead and staff have completed training and now have a greater understanding of wider safeguarding issues, how to record and monitor concerns, and make timely referrals when they believe a child is at risk of harm. They understand the importance of sharing information with school and other agencies to keep children safe. There are good recruitment and induction arrangements to ensure staff remain suitable for their role.

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Due date

provide additional support to less- knowledgeable staff and closely monitor the effectiveness of training, support and guidance to continue to raise the quality of teaching throughout the pre-school 17/06/2022

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Due date

address any learning and/or development needs promptly in partnership with parents and relevant professionals to ensure measures are in place to fully engage children in teaching and learning experiences. 17/06/2022

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should:

n support children who are less confident in social situations to build relationships with their peers when they show similar interests in activities.

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Setting details

Unique reference number EY470536 Local authority Somerset Inspection number 10218040 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 36 Number of children on roll 18 Name of registered person Nynehead Under 5s Pre-School

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reference number

Telephone number 01823664365 Date of previous inspection 30 November 2021

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Information about this early years setting

Nynehead Under 5s registered in May 2014 and operates from the old school in the village of Nynehead near Wellington, Somerset. The setting is open during term time from 9am to 4pm on Monday and Tuesday and from 7.30am to 5.30pm on Wednesday and Thursday. The setting receives funding to provide free early education for children aged two, three and four years. There are four members of staff employed, all of whom hold early years qualifications at level 3.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager took the inspector on a learning walk to discuss the early years curriculum and what they want children to learn. n The inspector completed a joint observation with the manager. n The inspector spoke with the manager, staff, parents and children at convenient times during the inspection. n A sample of documentation was observed, including the information gathered to ensure the suitability of staff.

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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

24 May 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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