St. Michael's School House Nursery

Inspection of St. Michael's School House Nursery Crowthorne Road, Bracknell, Berkshire RG12 7EH

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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 arrive happy as they rush into this warm and nurturing nursery school. The experienced staff meet the children with wide smiles and caring cuddles, helping them to settle quickly. Staff undertake home visits and welcome families in for settling-in sessions. In addition, families are invited into the nursery for other celebratory days, such as Grandparents' Day. This ensures that staff build strong bonds with families and create early attachments with children. Settling-in processes for children are effective.

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The provision is good

All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points and demonstrate positive attitudes towards their experiences. Early and ongoing assessments of children's learning allows staff to identify children who would benefit from additional support. Managers make timely referrals and work exceptionally well with other professionals to provide personalised support for these children. This helps to support the needs of children with SEND well.

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The provision is good

Children move freely around the large outdoor area that staff have carefully planned to suit the children's interests and stages of development. The children delight in pouring water from jugs into a variety of containers, with some even mastering pouring water into a tiny toy whale's mouth. Staff praise children for completing tasks and demonstrating good skills, such as these. This has a positive affect on children's confidence and well-being.

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need to do better?

n The inspirational leadership team has recently implemented a new and ambitious curriculum. It is dedicated to ensuring that children become confident and independent learners. Staff implement this curriculum well, and children are encouraged to do things for themselves and become more resilient in their work and play. For instance, children register themselves and select resources for their own learning and play. Staff challenge children to solve problems for themselves, saying things such as, 'How could you make that stick?' or 'Where might another snail be hiding?' n The managers have implemented robust systems to collate information on children's starting points. Staff are, therefore, informed about children's development effectively. This supports them to best plan for children's next steps in learning. n Staff support children's mathematical development very well. They use mathematical language with the children during play and ensure that

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need to do better?

mathematics is embedded in the environment. For example, during self-serve snack times, the children need to check signs using numerals and symbols that

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need to do better?

23 September 2024 indicate how much fruit they may take. Staff use language such as 'full', 'empty', 'higher' and 'lower' when playing alongside children who are emptying and filling pots. n Children's communication and language development is promoted well. They delight in joining in with repeated phrases and actions of known stories, such as 'We're Going on a Bear Hunt', and staff model and explore ambitious vocabulary. For example, when young children are making potions, staff explain the word 'ingredients' to the children. The children then keenly use this word appropriately when adding items to their containers. n Children behave well. They generally understand the nursery school rules and only require gentle reminders to adhere to these. Staff act as positive role models, and children play harmoniously alongside their friends, keen to help each other. For instance, when playing matching games, children help their

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need to do better?

friends to remember where the card they require is hiding, after staff have modelled this. Occasionally, however, staff do not support children as effectively to behave well during daily routines, such as lunchtime. These parts of the day are not always well organised to take into account all children's needs. For example, children become restless when waiting for others to finish and do not benefit from consistent support to make positive behaviour choices. n The managers and staff have excellent relationships with parents. They work hard to involve parents in their children's lives at nursery. Parents speak very highly of the staff and appreciate the genuine care they provide for their children. Parents are kept up to date with their child's progress through reports and regular meetings and are advised on how best to help support their child at home. Parents of children with SEND feel particularly well supported.

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need to do better?

n The well-established team works exceptionally well together. Staff report that they are supported very well by the leadership team and their well-being is prioritised. The leaders are highly reflective and ensure that a variety of training opportunities are available and regularly undertaken by staff. Therefore, the staff's knowledge and skills are kept up to date and their practice supports the needs and development of the children effectively. n All staff have an excellent understanding of their safeguarding responsibilities and are explicitly clear when explaining what they would do should a concern about a child's welfare arise.

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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:

23 September 2024 n strengthen the organisation of daily routines to help staff offer more consistent support for all children to behave well at these times.

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Setting details

Unique reference number 119299 Local authority Bracknell Forest Inspection number 10354768 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 32 Number of children on roll 38 Name of registered person School House Bracknell Childcare Trust Ltd

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reference number

Telephone number 01344 869340 Date of previous inspection 6 November 2018

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Information about this early years setting

St Michael's School House Nursery registered in 1992. It is part of the School House Bracknell Childcare Trust Limited. The nursery is situated in the grounds of St Michael's School, in Bracknell, Berkshire. The nursery is open from Monday to Friday, during term time. Sessions are from 8.45am to 3.15pm. The breakfast club opens from Monday to Friday, term time. Sessions are from 7.45am to 8.45am. The after-school club opens from Monday to Friday, term time. Sessions are from 3.15pm to 6.15pm. The provider employs 10 members of childcare staff. Of whom, seven hold appropriate early years qualifications. The nursery provides funded care and early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk together to understand how the early years foundation stage curriculum is organised at the nursery school. n A joint observation was carried out by the inspector and the manager and feedback was discussed. n The parents shared their views, and the inspector took account of these. n The inspector held discussions at appropriate times with staff about their roles and responsibilities. n The management team and the inspector held meetings regarding how the nursery school is led, and a range of relevant documentation was viewed 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

23 September 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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