Queen Street Nursery and Pre-school

Inspection of Queen Street Nursery and Pre-school 19 Queen Street, Penrith, Cumbria CA11 7XF

p.1

Overall effectiveness Good

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

p.1

The provision is good

Children arrive happy and confident, saying goodbye to their parents at the door. Practitioners say how well this new system is working, as it gives children more independence on arrival. Children take their own coats off and identify their written name on the way into the small, homely environment. Older children are invited to have a go at writing their name, using the name card they collected on their way in. Children show genuine kindness towards each other. They roll each other's sleeves up when washing their hands and ask questions such as, 'are you ok?'. Children establish strong bonds and feel safe with all practitioners, as well as their key person. This enables children to become confident learners who thrive in each stage of their learning.

p.2

The provision is good

Children, alongside practitioners, are engaged in activities based on their individual interests. For example, a role-play doctor's area is set up in response to older children attending the doctor's. This means the children can learn based on their own personal curiosity. Children make good progress across their learning and development. Practitioners have high expectations for all children, including those with special educational needs and/or disabilities (SEND). All children make continued progress from their starting points.

p.2

need to do better?

n Leaders and practitioners know children and their families well. This enables them to plan a curriculum that is both effective and engaging. This is implemented through the interests and needs of children. For example, children with an interest in cars develop their mathematical knowledge as they see and say the numbers written on the cars. This helps them to count and recognise digits. n Leaders and practitioners have a good understanding of what children know and what they need to learn next. Regular assessment informs their teaching and the planning of next steps for all children. The staff team meet regularly to discuss children's progress and ways to improve their practice. This helps children to develop the skills they need for the next stage in their development. n Practitioners interact well with children and chat as they join in with their play. For example, they talk about their own experience at the doctor's as children

p.2

need to do better?

talk about theirs. This gives children the opportunity to build on the language they already have. n Leaders and practitioners have created an indoor environment that supports the intent of their curriculum. The resources available meet the children's needs and promote their next steps in learning. However, the curriculum for the outdoor area is not consistently implemented throughout the year. For instance, during

p.2

need to do better?

5 October 2022 the winter months children have less access to the outdoor area and fewer opportunities to engage in purposeful learning outside. This particularly hinders the development of children who prefer to learn outdoor. n Parents feel valued and involved in their children's learning. Practitioners provide ideas based on children's next steps to complete at home. Practitioners then encourage children to share their experiences. For example, they bring the conkers, leaves and acorns found on a suggested autumn walk to nursery, to share with their peers. This provides extended learning opportunities within the nursery. n Leaders and practitioners promote healthy choices within the nursery. Each morning children start their day with a physical activity to wake up their bodies. Leaders and practitioners work in partnership with parents to ensure children who are staying all day have a healthy packed lunch.

p.2

need to do better?

n Overall, there are systems in place for staff supervision and appraisals. There is a strong focus on staff well-being and leaders and staff have good relationships. However, although staff practice is observed, they do not always receive accurate feedback to help improve their skills and knowledge further. Consequently, there are minor weaknesses in the quality of education. n Well-established routines and high expectations of behaviour are securely embedded. This helps children feel safe, happy and confident to follow instructions. For example, children begin to put resources away as they hear the tidy- up song in preparation for snack time.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

All leaders and practitioners have a strong understanding of the safeguarding policy and how this is implemented within the setting. All staff are confident in identifying any safeguarding concerns and what to do in these instances. They know the steps to take if they were concerned about the conduct of a colleague. Children are taught ways to keep themselves safe. For example, the fire procedure is discussed every morning. Staff are effectively deployed ensuring children are well supervised.

p.3

should:

n implement the outdoor curriculum more consistently throughout the year to further support children who prefer to learn outdoors n provide staff with accurate performance feedback to raise the quality of education to a higher level.

p.3

Setting details

Unique reference number 317419 Local authority Cumbria Inspection number 10231378 Type of provision Childcare on non-domestic premises

p.4

Registers

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

p.4

inspection

Total number of places 20 Number of children on roll 24

p.4

Name of registered person

Mrs Tallentire and Mrs Tyson-Brown Partnership

p.4

reference number

Telephone number 01768 890 692 Date of previous inspection 11 October 2016

p.4

Information about this early years setting

Queen Street Nursery and Pre-school has been registered since 1993. The nursery opens Monday to Friday, all year round. Sessions are from 8.30am until 5.30pm. The nursery provides funded early education for two-, three- and four-year-old children. The nursery employs six members of staff. All staff hold an appropriate early years qualification. The nursery supports children who speak English as an additional language.

p.4

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 nursery. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation. n Parents shared their views of the setting with the inspector.

p.5

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.

p.5

Inspection activities

5 October 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6