Lytham Hall Park Nursery School Limited

Inspection of Lytham Hall Park Nursery School Limited Hall Park CP School, South Park, Lytham St. Annes, Lancashire FY8 4QU

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 Outstanding

p.1

The provision is good

Children thrive at this warm and nurturing nursery. They arrive full of excitement and are greeted by caring staff who know their individual needs well. Children's behaviour is very good at this setting. The well-qualified staff are extremely good role models. They inspire children through carefully planned activities which stem from children's own interests. All children, including those with emerging special educational needs and/or disabilities, are supported to make good progress in all areas.

p.2

The provision is good

Children develop their muscles and coordination when they hammer colourful golf tees into a large pumpkin. They persevere until they've achieved their goals. Staff seize opportunities to introduce new vocabulary such as 'wooden' and 'plastic' when describing the hammers. They introduce mathematical concepts such as 'weight' and 'force' when teaching children how to hammer safely and accurately. As a result, children begin to understand unusual materials and how to use simple tools safely. Children benefit from an extensive and well-equipped outdoor play area which includes access to a forest school area. They run, jump and skip together, encouraged by staff to move their bodies and 'stay healthy'. Children delight in working together to find items on a check list. They forage for leaves, conkers and hedgehogs. They shout with excitement when they find a 'treasure' to tick off the list.

p.2

need to do better?

n Leaders and staff have a clear shared vision of the curriculum intent. Children take part in a range of fun activities designed to improve their stamina, such as dance and P.E. Children enjoy an exciting multi-skills session in the school hall which supports their physical development well. They form a human train and decide on a destination together as they move in tandem. They exclaim 'I'm tired' at the end of the high-energy session. As a result, children make good progress with their physical development. n Staff expertly support children to understand feelings and emotions. They read stories together that help children to name emotions by linking them to colours. For example, staff invite children to choose a coloured pom-pom to show the group how they feel today. When a child selects a yellow pom-pom, the children immediately shout that it means 'happy'. Staff extend this activity by asking children what makes them happy or sad. This encourages children to reflect on

p.2

need to do better?

their emotions, meaning that children can identify how they're feeling. n Leaders support staff well through regular supervision and appraisal. The inspirational manager ensures that staff well-being is a priority. She ensures that all staff have access to high-quality training and encourages them to take part in exciting initiatives that benefit the children's learning. As a result, staff feel

p.2

need to do better?

20 October 2022 valued, and children make very good progress from their starting points. n Teaching of the British Values of inclusion, diversity and equality is exceptional at this welcoming setting. Children learn about people who are different from them and learn about a range of faiths. Children sing songs and read stories about people from all over the world. As a result, children at this setting begin to understand about the wider world. n Children are prepared well for the transition to primary school. They put on their coats and wash their hands. At snack time, they serve themselves using tongs, which helps them to develop coordination and dexterity. Staff talk to children about foods and drinks that are healthy. Children comment on their favourite fruits, happily declaring, 'Apples are the best'. Children are beginning to understand about the importance of healthy lifestyles. n Teaching is good. Children engage well with adult-led activities such as 'learning

p.2

need to do better?

time' on the carpet. Staff capture children's attention with the use of expression as they dip their hand inside the 'Magic Box' and pull out an interesting item. However, occasionally children are expected to sit for too long. This causes some children to lose interest and become distracted. As a result, not all children remain fully engaged. n Parent partnerships are good at this caring setting. Parents speak highly of all staff who work hard to ensure that new children settle quickly and make friends. Staff share information about children's progress and how to support learning at home. However, further information about the daily routines and experiences that children access and are not always shared. This results in some parents not being fully aware of the activities that their child is participating in.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders and staff have a good knowledge of how to safeguard the children in their care. All staff have received appropriate training. They display secure knowledge of what to do if they have a concern about a child or a colleague and know who they should report it to. Staff confidently recognise the signs and symptoms which may indicate a child is at risk of harm. They have regard for the 'Prevent' duty. The manager ensures that new staff are safely recruited through a rigorous vetting system. This helps to keep children safe.

p.3

should:

n strengthen parent partnerships further, so that parents are informed of the daily routines and experiences their children access while in the setting n review routines to improve on practice so that children remain engaged in learning during times when they're required to sit or wait.

p.3

Setting details

Unique reference number EY236574 Local authority Lancashire Inspection number 10233617 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 32 Number of children on roll 24 Name of registered person Lytham Hall Park Nursery School Limited

p.4

reference number

Telephone number 01253 735 179 Date of previous inspection 3 March 2017

p.4

Information about this early years setting

Lytham Hall Park Nursery Ltd registered in 2003. The nursery employs five members of childcare staff. Of these, three hold early years teacher status, one holds an early years degree, and one holds a level 3 qualification. The nursery operates from Monday to Friday, during term time only. Sessions are from, 8.45am to 3.30pm. The nursery provides funded early education for two-, three- and four- year-old-children.

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 provider. n A learning walk was completed with the provider to discuss the curriculum intent and how the provision is organised. n The provider and inspector completed a joint evaluation of an activity. n The inspector reviewed a variety of documents, including evidence of the suitability of staff, qualifications and first-aid certificates. n The inspector observed interactions between staff and children during activities and assessed the impact of teaching on children's learning.

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

20 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