Farley Salisbury Outdoor Nursery School

Inspection of Farley Salisbury Outdoor Nursery School Church Road, Farley, Salisbury, Wiltshire SP5 1AH

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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

The provider successfully implements a curriculum that gives children the confidence to explore and connect with nature. Children love to spend time outdoors in the fresh air, engaging in a broad range of learning experiences. Babies experiment with making different sounds as they use sticks to play bells and sound tubes while singing nursery rhyme songs. Staff help children make loud sounds and then contrast these with quiet sounds. Toddlers collect conkers, leaves and feathers to use as painting tools. They learn to mix blue and yellow paint to make green and explore different shapes that their materials make on wooden boards. Older children play alongside each other to 'rescue' a teddy bear 'stuck' in the middle of a pretend 'lava pit' sandpit. They also demonstrate problem-solving skills when constructing stepping stones with improvised equipment from chairs and bricks to safely climb across to save 'Teddy'.

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The provision is good

Children are confident and feel safe and secure at the nursery. They talk confidently and ask staff when they need help or are anxious about who to play with. Staff encourage independence and have high expectations of children's behaviour. When asked, children line up at the gate ready to go into the field, and they join in with counting to check that their friends are with them.

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need to do better?

n The provider has developed an ambitious curriculum to prepare children for the next stages of learning. Staff use the natural environment effectively to help children achieve the next steps in their development. Children explore and interact with their peers. They learn to challenge themselves and manage risks during play, which builds their self-confidence. They spend a significant amount of time outdoors engaging in physical activities, helping them to keep fit and healthy. n Children's emotional development is nurtured effectively. Staff encourage them to express themselves and teach them to manage their feelings. They create safe spaces for children to learn and provide appropriate care for their individual needs. n The provider supports staff to embed the curriculum by providing training and regular feedback. Staff use their knowledge of the curriculum and children's needs to plan activities that support their development. They regularly assess

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need to do better?

children's next steps and adapt activities so that children make progress. However, occasionally, staff are not clear about the learning intentions of planned activities. This means that, at times, they do not support children to practise their skills or build further on what they already know and can do to help them make even better progress. n Children benefit from a language-rich environment and talk confidently. Staff

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need to do better?

10 October 2024 read books to babies, who enjoy turning pages and lifting the flaps in books. Throughout the day, staff sing songs, engaging babies and children with counting and action songs, such as 'Five Little Speckled Frogs.' Staff ask children questions, encouraging them to use interesting words to describe the leaves they have found, such as 'it's crinkly!' They regularly initiate friendly conversations with children as they sit together during mealtimes discussing their favourite food. n The provider has high expectations for children's behaviour, creating a positive atmosphere where they value children's ideas. The relationships between staff and children are respectful. Children behave well, listen and follow instructions. However, at times, children wait too long during daily routines while their friends get ready. As a result, some children lose focus and become restless. n The provider has a well-established key-person system. Staff know children well,

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need to do better?

and children feel safe and comfortable with them. Staff encourage children to be independent and foster a 'can-do' attitude. Children are confident and challenge themselves to balance on tricky, wobbly planks. They are proud of their achievements and are keen to show their work to staff, who praise and celebrate their efforts. n The provider has developed good partnerships with parents. Staff communicate with parents regularly about their child's development and share key information about their day, which helps to provide a consistent approach between the child's home and the provider. This is particularly important for younger children learning to use a potty. The provider listens to feedback from parents and engages with them when they have concerns. Staff discuss children's successes at parent events, where they talk about their child's progress in more detail.

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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 support staff to be clear about the learning intentions of planned activities so they support children to practise and improve the skills and knowledge they need to make even more progress n organise daily routines so children do not have to wait too long for their peers to be ready to help them maintain their concentration.

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Setting details

Unique reference number EY330201 Local authority Wiltshire Inspection number 10362508 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 70 Number of children on roll 78 Name of registered person Farley Nursery School Limited

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reference number

Telephone number 01722 712313 Date of previous inspection 2 March 2020

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Information about this early years setting

Farley Nursery School registered in 2006. The nursery offers government-funded places. The nursery is open from 8am to 6pm throughout the year, except for bank holidays. There are 23 staff, of whom one holds an appropriate qualification at level 4, 10 at level 3, and two at level 2. Seven are either unqualified or working toward their qualification. Three staff support administration and the kitchen.

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Inspection activities

n The manager and the inspector discussed how the provider organises their early years provision, including the aims and rationale for their early years curriculum. 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 Children spoke to the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the manager and senior leaders about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector and manager carried out joint observations of group activities. 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

n Parents shared their views of the setting with 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

10 October 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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