University Of Chester - Kingsway Buildings Nursery

Inspection of University Of Chester - Kingsway Buildings Nursery Kingsway, Newton, Chester CH2 2LB

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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 enjoy spending time at this homely and nurturing nursery. Staff are always nearby to provide children with reassurance. This helps children to feel confident to explore the interesting activities within their environment. Staff create secure bonds with children. This helps children to settle quickly into the nursery routines. Children demonstrate that they feel safe and secure.

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The provision is good

Staff plan activities that excite children into learning. For example, older children show high levels of engagement as they try to free the animal figures in the ice. Toddlers excitedly show staff and their peers the vegetables that they have found in the soil. Babies smile with delight as staff sing songs and share books with them. Children make good progress in their development.

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The provision is good

Staff are positive role models. They help children learn how to share and how to take turns with resources from an early age. For example, older children work collaboratively to brush up during tidy-up time. Staff help children to be ready for learning. For example, staff remind children of the expectation of using their 'listening ears' before starting their music activity. Children listen attentively to staff's instructions, and they follow them well.

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need to do better?

n Staff create a broad curriculum. They have a robust understanding of children's starting points and where children are up to in their development. Staff observe and assess children's learning effectively. They plan appropriate activities that help children make good progress in their learning. n The curriculum for communication and language is strong. Staff hold meaningful conversations with children as they play. Individual plans are in place for those children who need a little extra support. Children are becoming confident communicators, and they are learning how to express their needs appropriately. n Staff introduce basic mathematics within the routine. For example, they encourage children to count how many buttons they push when playing with fidget toys. However, the mathematics curriculum is not implemented consistently throughout the nursery. Staff do not always extend children's learning about numbers and other mathematical concepts effectively.

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need to do better?

n Physical development is promoted well. Children have opportunities to balance and climb in the outdoor area. They ride around outside on balance bicycles and scooters. This helps to develop children's large-muscle movements. Children use knives to spread the butter and jam onto their sandwiches. Babies use spoons to transport flour into different pots. These opportunities help to develop children's small-muscle movements. n The special educational needs coordinator makes prompt referrals to other

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need to do better?

16 January 2024 agencies. She follows advice from professionals and puts appropriate support plans in place. This helps children with special educational needs and/or disabilities make good progress from their starting points. n The management team carries out supervision meetings with staff. Managers regularly observe staff's practice. The management team is proactive in seeking professional development opportunities that further support staff in their job roles. The manager prioritises staff well-being. Staff all comment on how valued and supported they feel in their roles. n Parent partnerships are very strong. Parents comment on the good communication links between home and nursery. They are kept continuously updated about children's development. Parents are given a range of activity ideas to help them to continue learning at home. This helps to provide continuity in children's learning. n Overall, children have opportunities to learn about the world. Managers invite

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need to do better?

visitors from various professions into the setting to share their expertise. For example, the local community police officer talked to children about his job. However, children do not have opportunities to broaden their understanding of cultural diversity and people, and their communities, who are different. n Children learn about oral hygiene. The nursery provides healthy and nutritious food for children. The dentist visits the nursery to teach children how to brush their teeth. Children practise this skill as they put toothpaste onto toothbrushes and brush a model crocodile's teeth. This helps children learn how to look after their teeth.

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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 broaden children's understanding of people, and their communities, who may be different to themselves n support staff to develop children's understanding of early mathematics through their play and activities further.

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Setting details

Unique reference number EY374291 Local authority Cheshire West and Chester Inspection number 10305182 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 40 Number of children on roll 46 Name of registered person University of Chester

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reference number

Telephone number 01244 513 925 Date of previous inspection 14 February 2018

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Information about this early years setting

University Of Chester - Kingsway Buildings Nursery registered in 2008. The nursery employs 10 members of childcare staff. All members of staff hold appropriate early years qualifications at level 2 and above. The nursery opens from Monday to Friday, for 51 weeks per year, excluding bank holidays. Sessions are from 8am until 6pm. The nursery provides funded early education for three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the pre-school 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 inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Parents, staff and children shared their views with the inspector. 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 of an activity and evaluated the effectiveness together. n A sample of documentation was reviewed by the inspector.

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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

16 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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