The Island Day Nursery

Inspection of The Island Day Nursery Mill Court, Furrlongs, NEWPORT, Isle of Wight PO30 2AA

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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

Managers and staff create a happy and safe environment for children, that is at the heart of the community it serves. Staff know children well and take time to build relationships with their families and carers. This partnership working helps children to feel settled from the beginning. Staff take the time to get to know children's unique personalities, tailoring care to help children build confidence as they move through the nursery. This is particularly effective for babies and less confident children, who develop good levels of emotional security. Children behave well. Staff teach children kindness and respect in their day-to-day interactions. Children learn the importance of valuing and respecting the differing needs of their friends. For example, toddlers wait patiently for their turn with the water sprayer as they feed the giant African land snails.

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The provision is good

Managers and staff create a broad curriculum, which ignites children's curiosity. This helps to motivate children to learn, as staff create exciting play experiences which take account of their individual interests. For instance, children pretend they are in the sea, as they search for crabs and mermaids, excitedly sharing what they find. Additional funding is used well to target areas where children need support, and it has a positive impact on children's progress. All children, including those who receive additional funding, make good progress in their development, in relation to their starting points.

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need to do better?

n The manager is a strong leader, who shares her ambition and vision with her staff. Leaders and staff are passionate about providing high-quality care for all children. The staff team work well together. Staff say that they feel valued and respected in their roles and are supported well by the leadership team. They benefit from regular supervisions, to support them in their roles. The manager recognises that there is scope to strengthen how staff professional development opportunities are used to enhance teaching skills, particularly around refining children's speaking skills. n Children are very independent and take great pride in being able to do some things for themselves. Staff support children's growing abilities, offering encouragement to help them become confident and capable in being independent. For instance, toddlers learn how to put on and take off their coats when they have played outside. Staff help pre-schoolers think about how to

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need to do better?

open packets of foods at lunchtime and to tidy away when they have finished eating. Staff use these early experiences to help children develop skills that support them in readiness for their next stage in learning, including school. n Leaders and staff recognises that since the COVID-19 pandemic, there has been an impact on the expected progress in children's speaking skills and imaginative

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need to do better?

6 February 2024 play. Staff create a rich curriculum based around key areas, leaders identify children who need further focus. Staff use opportunities to talk to children, model language and help children to concentrate during activities. They provide a wealth of activities, which help children to be imaginative. For instance, toddlers explore modelling dough as they pretend to make snakes. Staff have a good knowledge about their children. However, at times, the learning intentions for children are not fully explored within the activities that staff provide, to enable teaching to be more precisely targeted to what children need to know or to be able to do next. n Children with special educational needs/and or disabilities (SEND) are supported well. Staff quickly identify those children who may need additional support and carefully consider how they can help them. Staff work well with other professionals involved in children's care, to promote consistency in children's

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need to do better?

learning and care. Staff reflect on how they can develop their environment to support children. For instance, funding has been used to create a sensory room, which staff successfully use to help meet children's emotional needs. n Partnerships with parents are a strength of the setting. Staff recognise and value the relationships they develop with children and their families. They share a wealth of information about children's play experiences and overall progress. Staff offer ideas of how parents can support children's learning at home, which successfully help children with their ongoing progress. For instance, staff offer advice and help support children as they are toilet trained. Parents state that staff are 'amazing and know children's unique needs well'. These partnerships help children to settle and provide a consistency of care for all children.

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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 target future professional development opportunities in order to help to refine and enhance staff teaching skills precisely, particularly around supporting communication and language n develop clearer links between what children need to learn and the delivery of activities, to shape these to the individual learning needs of each child.

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Setting details

Unique reference number EY320128 Local authority Isle of Wight Inspection number 10308195 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 102 Number of children on roll 73 Name of registered person The Island Day Nursery Limited

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reference number

Telephone number 01983 533334 Date of previous inspection 6 March 2018

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Information about this early years setting

The Island Day Nursery registered in 2006 and is part of a small group of nurseries operated by The Island Day Nursery Ltd. The nursery opens weekdays from 7.45am until 5.45pm for 51 weeks a year. The nursery receives funding for the provision of free early education for children aged two, three and four years. The nursery employs 22 members of staff, 17 of whom work directly with the children. Three members of staff hold BA (Honours) Degrees in Early Childhood Studies and 14 members of staff hold appropriate early years qualifications at level 3 or 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 inspector viewed the provision and discussed the safety and suitability of the premises. n The managers and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

6 February 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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