Taplins Day Nursery SGH

Inspection of Taplins Day Nursery SGH Southampton General Hospital, Tremona Road, Southampton, Hampshire SO16 6YD

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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 Good

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The provision is good

Children happily and quickly settle into activities on arrival. They have strong bonds with the warm and caring staff. Children, including those who are not yet talking, are confident in expressing their thoughts, feelings and ideas. For example, children use gestures to show that they want to sing 'Wheels On The Bus'. They beam in delight when staff quickly understand and begin to sing.

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The provision is good

Staff have high expectations of children and their behaviour. Children have a good understanding of what is expected from them. They learn to solve minor conflicts, such as over a toy, with adult support.

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The provision is good

Children develop a sense of autonomy as staff give them opportunities to have opinions and make choices. Staff skilfully weave mathematics and an understanding of democracy into children's experiences. For example, children vote for which messy play equipment they would like and are supported as they work out which option has the most votes.

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The provision is good

Children learn to cook a variety of foods as staff are passionate about teaching them important life skills. Children eagerly take part in activities, such as preparing fruit kebabs and garlic naan bread. Staff help children to develop a love for reading. They read stories to children who have clear favourites such as 'The Gruffalo's Child'. Children eagerly join in as they shout out the phrases they have recalled.

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need to do better?

n The manager and staff have created a curriculum with input from parents and children. The curriculum builds on what children know and can do. It is based on four key aims. These are to develop children's independence, to promote their understanding of emotions, to support them to be confident communicators and to become curious and active learners. n Children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, make good progress in their learning and development. Staff use assessments effectively to determine children's next steps in learning. n Activities are carefully planned to meet the curriculum aims and children's next steps. However, on occasion, there are inconsistencies in how staff implement these activities. This impacts children's learning and development as they sometimes become disengaged. n Staff ensure children who speak English as an additional language are fully

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need to do better?

included within the provision. They work with families to support the development of children's language skills in their home language as well as

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need to do better?

25 January 2024 English. Staff share children's home languages and cultures with all children. For example, parents have recently recorded themselves reading stories in their native tongue for all children to listen to. This helps develop children's sense of belonging as well as their language skills. n Staff support children's communication skills well. They model new vocabulary to children and repeat these frequently to develop children's understanding. For example, staff introduce words such as sandcastle and bucket as children play in the sandpit. Additionally, staff teach children simple sign language. This helps them to communicate before they have developed their spoken vocabulary. This, in particular, helps children who speak English as an additional language and children with SEND to communicate. n Parents comment on the strong bonds that the key person has with their children. They highly value the good communication they receive from staff. This

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need to do better?

includes ideas on how to support their children's learning at home. Staff build on this further by offering a lending library to parents that includes a range of books and treasure bags. n Overall, children behave well and follow the rules of the provision. However, there are points in the daily routines when children are asked to sit for long periods, such as before, during and after mealtimes. At these times, some children become restless and unsettled. n Staff teach children about how to keep themselves safe in numerous different ways. For example, staff use age-appropriate methods to teach children about online safety. Children also confidently share what to do if the fire alarm was to sound. They explain they have to leave the building to keep themselves safe.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n embed further staff's understanding of how to implement activities to meet the curriculum aims n review daily routines and transitions so children are not waiting for extended periods of time.

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Setting details

Unique reference number 131615 Local authority Southampton Inspection number 10311842 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 63 Number of children on roll 90 Name of registered person Southampton University Hospital NHS Trust

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reference number

Telephone number 02381208778 Date of previous inspection 12 April 2018

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Information about this early years setting

Taplins Day Nursery SGH registered in 1998. It is located on the campus of Southampton General Hospital in Hampshire and provides care for the children of parents working at the hospital only. The nursery is open Monday to Friday from 7am to 6.30pm all year round. It provides funded early education for children aged two, three and four years. There are 18 staff working with the children. Of these, 12 hold an early years qualification at level 2 and above, including five staff who hold qualifications at level 5 and above.

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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 explained the curriculum intentions to the inspector during the learning walk. n The inspector took part in discussions with managers, the nominated individual and staff during the inspection. n The manager and the inspector observed and evaluated an activity together. n The inspector sampled relevant documents and reviewed evidence of the suitability of staff. n Parents shared their views with the inspector. n The inspector observed staff and children throughout the day.

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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

25 January 2024 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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