Roberts Day Nursery

Inspection of Roberts Day Nursery Fratton Community Centre, Trafalgar Place, PORTSMOUTH PO1 5JJ

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

p.1

The provision requires improvement

Children enter the nursery happily and they settle quickly. They have positive relationships with staff and approach them when they need reassurance and comfort, which is regularly offered. This helps children to feel safe and secure.

p.2

The provision requires improvement

The managers have worked together to devise a curriculum, which focuses on children's current interests. This helps children to engage in the activities on offer. For example, children enjoy using various resources to create pictures. However, the quality of teaching across the provision is variable. The experiences and play opportunities afforded to the younger children are secure. At times, the activities in the pre-school room lack stimulation and challenge. This impacts children's progress.

p.2

The provision requires improvement

Children behave well most of the time. Staff encourage children to use good manners. For instance, children say 'please' and 'thank you' as they ask staff for help when they need it. However, staff do not always address or manage children's behaviour well. For example, staff do not provide consistent support to help children manage their emotions. This does not support children to develop positive behaviours or understand the impact their behaviour has on others.

p.2

The provision requires improvement

Children have fun and readily engage with new experiences. For instance, younger children enjoy exploring the texture of paint with their hands and feet. Staff talk about the textures and introduce new words, such as 'squeeze'. Older children enjoy learning all about their bodies and learn new words, such as 'x-ray'. This supports children's communication and language development.

p.2

need to do better?

n Staff supervision meetings are carried out regularly and staff's well-being is well supported. The managers provide staff with regular training. However, the monitoring of teaching is not precise enough to identify where staff need further support and guidance. For example, managers have not recognised that staff do not always effectively support children who speak English as an additional language. This does not support children to make good progress. n The managers ensure the nursery has appropriate arrangements in place to support children with special educational needs and/or disabilities (SEND). They liaise with families and professionals to agree strategies and put in place effective targeted interventions. For instance, staff implement focused small group activities. The managers use additional funding that children are entitled to effectively. For example, children who need it receive one-to-one support.

p.2

need to do better?

This helps ensure children with SEND are included appropriately. n Staff interact with babies warmly during care routines, such as meal and nappy

p.2

need to do better?

21 October 2024 changing times. There are clear sleep procedures in place for the babies. For instance, they sleep in cots and staff check on them regularly. However, staff do not always follow appropriate sleep procedures for older children to ensure good hygiene practices are implemented. For example, older children sleep on unclean cushions and bean bags. This impacts on the health and well-being of children. n Staff promote children's early literacy skills well. For instance, they invite children to read and listen to stories with them throughout the day. Furthermore, staff ask the children questions and encourage them to explore the pictures and talk about the story. n Overall, most children listen and behave well. However, there are some staff that have yet to establish consistent behaviour management strategies. This gives children inconsistent messages and does not help them to understand what is

p.2

need to do better?

expected of their behaviour. Consequently, these weaknesses are a distraction to others and do not support all children in making the full progress they are truly capable of. n Staff use opportunities as they arise during play to build on children's mathematical skills. For example, they encourage all children to count in sequence during activities and support them to recognise shapes. Furthermore, older children enjoy using large scales to learn about one more and one less. n The managers and staff work hard to develop positive parent partnerships. They work collaboratively with other professionals to provide a joined-up approach, to ensure children and families receive good levels of support. However, managers do not ensure that parents know who their child's key person is. Although staff share some information with parents via electronic programmes, this information does not help parents to know how well their children are progressing or how to

p.3

need to do better?

support them at home, especially as children get ready to move on to school. n Staff ensure that children have a variety of opportunities to develop physically. For instance, the youngest children are supported to develop their early walking skills, while older children enjoy daily yoga sessions.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

21 October 2024 improve manager's and staff's understanding of sleep procedures for older children, to ensure arrangements are safe and hygienic 04/11/2024

p.3

Due date

ensure staff are consistent in their approach to supporting children's behaviour, so that children understand expectations and recognise the impact of their behaviour on others 04/11/2024

p.4

should:

n monitor the quality of teaching even more closely to identify where staff can extend their teaching even further, especially to support children who learn English as an additional language n improve arrangements for sharing information with parents to keep them up to date and enable them to support learning at home.

p.4

Setting details

Unique reference number 2748664 Local authority Portsmouth Inspection number 10369384 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.5

inspection

Total number of places 38 Number of children on roll 54 Name of registered person The E.C. Roberts Centre

p.5

reference number

Telephone number 02392 296919 Date of previous inspection Not applicable

p.5

Information about this early years setting

Roberts Day Nursery registered in 2023. The nursery is situated in the Fratton area of Portsmouth. The nursery opens from 8am to 6pm, Monday to Friday, throughout the year. The nursery receives funding for the provision of free early education for children aged two, three and four years. There are seven members of staff employed to work with the children, five of whom hold early years qualifications at level 3.

p.5

Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to children to find out about their time at the nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the managers about the leadership and management of the nursery. 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 Staff spoke to the inspector about how they support children with SEND. n The inspector and the manager carried out a joint observation of an activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

p.6

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.

p.6

Inspection activities

21 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7