Woodentots Nursery

Inspection of Woodentots Nursery H M S Collingwood, Newgate Lane, FAREHAM, Hampshire PO14 1AS

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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 thoroughly enjoy sharing their time with staff, who are welcoming, warm, and kind. Staff place great emphasis on children's emotional security and happiness, understanding that children's basic needs must be met before they are able to learn. Therefore, staff spend lots of time getting to know children and forming secure attachments. This, along with a consistent daily routine, helps children to navigate big life events with minimal disruption. This includes the deployment of parents serving in the military.

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The provision is good

Children develop a love of books, stories and rhymes. This helps to expand their vocabulary and supports them to gain early literacy skills. For example, staff provide babies with objects of reference to help them communicate their song choices. Babies fully engage in song time as they babble and copy actions to their favourite songs. Older children are keen to learn new information about things that interest them. For example, children search encyclopaedias for information on tornados. They learn that tornadoes are like a giant vacuum cleaner that 'sucks things up'.

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The provision is good

Children develop resilience by persevering with tasks they find tricky. For example, children build structures out of construction toys. They spend lots of time concentrating on bringing their ideas to life. However, some children become frustrated when things do not go to plan. Staff allow children to find their own solutions before stepping in to support them. This helps children develop a sense of pride and a positive attitude towards their learning.

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need to do better?

n Staff implement a curriculum that is well sequenced and interesting. They know their key children well and focus activities and interactions on what they want children to learn next. Staff use assessment successfully to identify potential gaps in development and take swift action to close these. This helps all children, including those with special educational needs and/or disabilities, to make good progress from their starting points. n Staff use children's interests to help them make connections with the world around them. For instance, during lunchtime, older children reflect on what they know about harvest time by identifying seasonal vegetables within their meals. Staff use this as a learning opportunity and explain how root vegetables are harvested. This leads to a discussion about potatoes and the different ways they can be cooked. n Overall, children learn to be effective communicators. Staff working with babies

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need to do better?

model clear and simple language well as they commentate on babies' play. Staff provide babies with objects of reference so they can choose what song they

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need to do better?

11 October 2023 want to sing. Babies show delight as they copy the actions to familiar songs. However, on occasion, not all children receive consistent interaction that promotes conversation. For example, during snack time, children who sit furthest away from staff do not receive the same level of quality interaction. n Children develop an early understanding of mathematical concepts through interesting activities. For instance, older children correctly identify numbers. They then add the corresponding amount of play dough to each number. This helps them learn that number has value. n Staff use routine activities and opportunities to develop children's independence. This helps to prepare children for their eventual move to school. For instance, older children concentrate intently as they use large spoons to serve their own meals. Toddlers learn how to wash their hands and wipe their own noses with the use of mirrors.

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need to do better?

n Children have lots of opportunities to develop their physical skills, both indoors and outdoors. For example, older children dig, climb tall structures with care, and practise their coordination skills as they learn to pedal ride-on toys. Babies strengthen their core muscles as they pull themselves up into a standing position and learn to climb steps. This helps children to develop the skills they will need for future writing. n Staff have high expectations for children's behaviour and promote kindness at the earliest opportunity. For example, staff show babies how to touch each other with 'gentle hands', as they show an interest in one another. Older children learn how to maintain friendships and consider the feelings of others. This helps children to develop the skills they will need to form meaningful relationships in the future. n Parents speak positively about the progress their children make and the support

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need to do better?

they receive as a family. Parents are kept up to date with their children's progress through regular parent meetings, electronic updates and daily handovers. However, parents do not consistently receive information about changes to their child's key person. This limits the time parents have to prepare children for the imminent change.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a secure understanding of the policies and procedures that keep children safe from potential harm and abuse. Staff have up-to-date knowledge of the signs and symptoms of abuse, such as physical abuse, and the impact domestic abuse has on children's emotional well-being. Furthermore, staff know to whom to report concerns, including to external child protection agencies. Staff keep their safeguarding knowledge and understanding up to date by completing regular training and accessing quick reference guides that are displayed in staff toilets. Risk assessment is used effectively to identify and minimise potential risks within the environment. Robust safe practices help keep children safe from potential harm and abuse.

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should:

n provide all children with quality interactions that promote and support their developing communication and language skills n strengthen the way changes to children's key persons are communicated to parents so that children are fully prepared for the change.

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Setting details

Unique reference number 2669627 Local authority Hampshire Inspection number 10308898 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 92 Number of children on roll 65 Name of registered person Woodentots Nursery Ltd

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reference number

Telephone number 01329237652 Date of previous inspection Not applicable

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Information about this early years setting

Woodentots Nursery re-registered in 2022 after a change in legal entity. The nursery is located within HMS Collingwood, in Fareham, Hampshire. It is open each weekday, from 7.30am to 6pm, for 51 weeks of the year, excluding bank holidays. The nursery provides funded early education for children aged two, three and four years. The nursery employs 26 members of staff, 22 of whom hold relevant childcare qualifications between level 2 and level 6.

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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 provision and discussed the early years curriculum. n The inspector talked to the manager, staff and children at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke to parents during the inspection and took account of their views.

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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 October 2023 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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