Flying Start Day Nursery Moorlands

Inspection of Flying Start Day Nursery Moorlands The Marld, Ashtead, Surrey KT21 1RW

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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 Outstanding

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The provision is good

Babies and children arrive happy and confidently leave their parents and carers at the door. Leaders have good procedures in place to support new starters at the nursery. Parents complete forms and share care information during settling-in visits. Staff are sensitive and attentive to children's individual needs. For example, children are offered comforters from home to help them settle. This supports their emotional well-being.

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The provision is good

Staff support children to develop their communication and language skills well. They plan exciting and enjoyable topics, such as planets and space. Children beam with excitement as they confidently name planets, such as Jupiter. Staff read stories with enthusiasm to nurture a love of books and develop children's literacy skills. For example, children listen intently and join in with the actions and words as staff read 'We're Going on a Bear Hunt'. Older children look at books independently, turning the pages one by one. This helps children to develop their growing vocabulary.

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The provision is good

Children are sociable and behave well. Staff have high expectations of behaviour and value children's choices as they play. This helps to promote children's confidence and well-being. All children demonstrate a positive attitude to their learning, including children with special educational needs and/or disabilities (SEND).

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need to do better?

n Staff promote children's physical development. Children have ample opportunities to access the outdoors. They experience a range of activities that support their physical development. For example, they run, jump and ride small bicycles in the large outside spaces. Younger children use paintbrushes to make marks. This supports their developing large- and small-muscle skills in preparation for later learning. n Overall, staff promote children's independence and health well. For example, they teach children to use cutlery, feed themselves at mealtimes and put their coats on to go outside. Older children know to wash their hands before mealtimes and are confident using the toilets. However, during some messy play activities, children pick up and eat food which has been dropped on the floor during the activity. Staff do not always consistently support children to understand how to keep themselves healthy.

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need to do better?

n Children go on outings in the local community that are linked to the curriculum. For example, they visit local parks to look at daffodils and the changes of the season. Furthermore, children have created tea lights with notes of kindness to hide in the community for others to find. This helps children to develop an

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need to do better?

8 March 2024 understanding of feelings and the wider world around them. n Children with SEND are supported very well. Leaders and staff work hard to ensure that children and their families have access to relevant support agencies. They communicate frequently with parents and work hard to support children. This helps staff to precisely plan children's next steps. n Staff support children's behaviour. They are good role models who have high expectations for children's behaviour. Staff praise children when they make good choices. This supports children's positive attitude to learning and promotes their self-esteem and well-being. n Leaders have developed a highly ambitious curriculum for all children. They place a high focus on children's personal, social and emotional development to prepare them for their transition to school. Overall, staff implement the well- sequenced curriculum. However, children are not consistently supported to build

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need to do better?

on what they know and can already do. Occasionally, staff interactions with children are variable. For example, staff do not always adapt activities or how they ask questions so that all children involved can extend their learning to the next level. Staff also automatically clean children's noses and do not support them to learn how to do this independently. n Partnerships with parents are strong. They value the support staff give them to help their child make progress in their learning. New parents say that staff go above and beyond and that the settling-in session really helps them get to know their child's key person. n Staff speak positively of the leaders. They receive a detailed induction and regular supervision sessions. Leaders arrange team meetings to help staff to feel valued and content in their role. Staff work well together in their own rooms and across the nursery. This helps to promote consistency and supports children's

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need to do better?

transition as they move up to the next room.

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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 deliver consistent messages to children that support healthy choices and promote good health n identify when to offer more support to staff to address inconsistencies in the quality of staff day-to-day interactions with children.

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Setting details

Unique reference number 122552 Local authority Surrey Inspection number 10311970 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 58 Number of children on roll 72 Name of registered person Flying Start Day Nurseries (Surrey) Limited

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reference number

Telephone number 01372 279935 Date of previous inspection 17 April 2018

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Information about this early years setting

Flying Start Day Nursery Moorlands registered in 1999. It is located in Ashtead, Surrey. The nursery is open from Monday to Friday, all year round. Sessions are from 8am to 6pm. There are currently 21 staff working directly with children. Of these, 13 hold childcare qualifications at level 3 or above. The nursery provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the nursery 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 nursery. n The managers joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the director and managers about the leadership and management of the nursery. n The manager and the inspector carried out a joint observation of a group activity. n The inspector spoke to several 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

8 March 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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