Mainline Day Nursery & Pre-School

Inspection of Mainline Day Nursery & Pre-School 9 Station Road, Farnborough GU14 7PZ

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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 form close attachments with their key person and show good levels of emotional well-being. Staff spend time settling new children into the nursery to help build positive relationships. They know the children in their care well, including their likes, dislikes and what makes them unique. Overall, children of all ages are settled. They happily come into the warm and welcoming nursery and are greeted by friendly staff. Older children quickly settle into the daily routine and confidently choose what they want to play with.

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The provision is good

Children of all ages demonstrate good communication and language skills, and this area of learning is supported well. Staff throughout the nursery regularly share stories and sing songs with children. Throughout activities they provide a dialogue and show an interest in what children say. Younger children repeat familiar words and phrases in response to the positive interactions with staff. Older children talk with confidence and are keen to talk about their previous experiences.

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The provision is good

All children demonstrate a positive attitude to learning. The enthusiastic leaders and their staff are committed to their roles and responsibilities. They have high expectations for every child, including those with special educational needs and/or disabilities (SEND). They have developed a curriculum based on children's interests and what they need to learn next. Staff complete regular assessments on children's learning and development. This enables them to identify any emerging gaps and provide targeted support when needed. Children make good progress from their starting points and demonstrate the skills they need for the future. For instance, they complete tasks independently and are keen to explore, investigate and find out new things.

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need to do better?

n Staff effectively embed mathematical development into children's everyday experiences. Children use mathematical language freely in their play, such as counting the number of legs on a spider and comparing the sizes of pumpkins. n Overall, staff interactions with children are good. They use effective teaching methods, such as showing, explaining and questioning to find out what children know and can do. However, at times staff encourage children to move between the activities and do not allow them to fully benefit from uninterrupted play. Therefore, some children only spend a short time playing in a particular area, which impacts on their concentration. n Leaders and staff have high expectations of children's behaviour. Children follow the 'Golden Rules' of the nursery, which clearly set out the behavioural expectations. These include sharing, taking turns and playing cooperatively together. Children behave well and demonstrate high levels of respect for others.

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need to do better?

28 October 2024 n Leaders and staff effectively help children to become a positive part of their local community. For example, staff and children visit local shops to purchase fruit for snack, borrow books from the library and visit soft play centres. These experiences help children to develop a sense of belonging and gain a greater understanding of their wider community and the people with it. n Overall, staff are very responsive to the children, offering cuddles and reassurance where needed. However, when staff are completing routine tasks, they are not as highly attuned to 'babies' individual needs and do not notice when they are trying to communicate with them. n Staff provide children with an abundance of opportunities to learn about the importance of leading a healthy lifestyles and good oral hygiene. Meal and snack times are a social occasion. Staff sit with children and engage in discussions as

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need to do better?

they enjoy healthy food. Outdoor play is an integral part of the daily routines and children develop good physicals skills as they play. n Partnerships with parents are good. Staff build good relationships with parents and communicate effectively with them, such as what children need to learn next and how this can be supported at home. Parents speak highly about the nursery and how happy their children are. n Leaders are committed to providing good quality care and education for all children, including children with SEND. They engage effectively with other professionals involved in children's care. This helps to support a consistent approach to children's learning and development. n Leaders engage well with their staff. They are aware of the main pressures on them and liaise regularly with them to check on their well-being. Staff work well as an effective team.

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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 review the organisation of routine tasks, so that staff are more consistently attuned to the individual needs of children n provide more opportunities for children to engage fully in activities without interruptions.

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Setting details

Unique reference number EY542088 Local authority Hampshire Inspection number 10364024 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 25 Number of children on roll 26 Name of registered person Mainline Day Nursery And Pre-School Ltd

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reference number

Telephone number 01252 511333 Date of previous inspection 21 January 2019

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Information about this early years setting

Mainline Day Nursery & Pre-School registered in 2016 and is situated in Farnborough, Hampshire. The nursery opens on weekdays all year round, offering various sessions from 7.30am until 6pm. The setting receives funding for the provision of free early education for children aged two, three and four years. A total of ten staff work with children. Of these, six hold appropriate qualifications at level 3 or above.

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Inspection activities

n The manager and the inspector completed a learning walk together and discussed how the curriculum is organised. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation with the manager and discussed the quality of teaching. n The inspector asked staff questions to establish their understanding of how to safeguard children, and how they assess and plan for children's learning. n The inspector took account of the views of parents through face-to-face and written feedback provided.

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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

28 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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Inspection activities

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Inspection activities

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Inspection activities

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