Milly's Nursery School

Inspection of Milly's Nursery School Brighton Hill Community Association, Gershwin Court, Basingstoke, Hampshire RG22 4NN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The manager and staff plan a curriculum that has an extremely strong focus on children's developing social and emotional skills. This runs through the nursery practice with seamless fluency. Staff swiftly offer help and support to help children overcome challenges. This has a significant impact on children's emotional well- being and gives them the confidence they need to achieve their goals. For example, children squeal with delight when they discover how to make water flow through guttering. They experiment as they tip and pour and learn new words in context, such as 'faster' and 'slower.' Staff consistently provide meaningful praise, which builds children's self-esteem and reinforces positive behaviour.

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The provision is good

Staff provide a highly inclusive setting. They are calm and patient, and consistently demonstrate kindness to all children. Children show high levels of energy and excitement as they enter the nursery. They welcome their friends and staff with a huge smile and demonstrate an impressive ability to collaborate with others. For example, they problem-solve and work side by side to gather an array of natural resources to build an obstacle course. Children show exceptionally high levels of respect to their friends. They consistently ensure their non-verbal peers can share their ideas and fully participate in activities. Children's behaviour is excellent. They show high levels of engagement and consistently show an ability to sustain their concentration as they engage in their play.

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need to do better?

n Staff exchange detailed information with parents on entry. Alongside their initial assessments, this helps them to swiftly identify any gaps in children's learning. Staff work well with parents and other professionals involved in children's care. This ensures that all children, including those with special educational needs and/or disabilities, receive the tailored support they need. The manager uses additional funding exceptionally well to benefit the specific needs of all individual children. Parents express how happy they are with the care and learning that their children receive. n Staff manage children's behaviour exceptionally well. They sensitively help children express their thoughts and feelings with strategies that are unique to each child. For example, they give children the time they need to relax and spend quality time in the cosy calm area, should they need it. This has a significant impact on children's emotional well-being. For example, those

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need to do better?

children struggling to regulate their feelings return to their activities and continue their play alongside others. All children try exceptionally hard to resolve any small conflicts positively. For instance, should a small dispute occur, they use resources, such as sand timers independently. n Staff build on children's understanding of the wider world well. For example,

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need to do better?

6 June 2024 children take part in fund raising activities, which provides them with first hand experiences to learn about the needs of others. They delight in trips to local parks, and enjoy outings to meet residents from nearby sheltered housing. This has a significant impact on children confidence to interact with others in new and diverse social situations n Staff demonstrate good skills in supporting children's speech and language development. For example, as children delight in planting activities, staff encourage them to use their own words to describe the textures and aromas of fruit and herbs. Staff use a wide range of strategies to engage children in discussion, such as through visual aids and props. They ensures all children have every opportunity to share their views. n The manager provides staff with regular supervision and offers them opportunities for continuous professional development. However, some staff

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need to do better?

need additional coaching to help them support the on-going mathematical development of older children. For example, although they build on children's understanding of number and size as children engage in their play, they do not use further strategies to widen children's knowledge of mathematical concepts even more. n Staff consistently encourage children to achieve their tasks. For example, children try incredibly hard, and with a little support from staff, successfully chalk out a road for their ride on toys. Staff skilfully integrate an understanding of rules and boundaries as children delight in their play. For example, children discover that if they work together and go in the same direction, they will not bump into each other.

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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 provide on-going support for staff, to help them develop even better strategies to build on the mathematic development of older children even further.

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Setting details

Unique reference number EY542819 Local authority Hampshire Inspection number 10347090 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 20 Number of children on roll 34 Name of registered person Milly's Nursery School Limited

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reference number

Telephone number 07504830434 Date of previous inspection 15 August 2018

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Information about this early years setting

Milly's Nursery School registered in 2017. It is located in Basingstoke, Hampshire. The nursery is open each weekday from 8am to 4pm throughout the year. There are seven staff; of these, five hold appropriate child care qualifications at level 3 and the manager has a BA Honours Degree in Early Years Care and Education. The nursery provides funded early education for two,- three,- and four-year-old children.

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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 joined the inspector on a learning walk and talked about their curriculum and what they want their children to learn. n The inspector observed the implementation of the curriculum during activities indoors and outdoors, and assessed the impact this has on children's learning. n Parents shared their views through discussion and written comments during the inspection and the inspector took account of all feedback received. n A joint observation was completed and discussed with the manager. n The inspector spoke with staff and children at suitable times throughout the inspection.

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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 June 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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