Iford Bridge Nursery & Pre-School

Inspection of Iford Bridge Nursery & Pre-School 10a Old Bridge Road, Iford, BOURNEMOUTH BH6 5RG

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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 happily and are warmly greeted by staff, who know them well. The nursery focuses on promoting children's personal, social and emotional development to help children learn to make friends and enhance their well-being. Staff model kindness and good manners, and children mirror this when talking to their friends. For example, children apologise and make sure that their friends are okay after bumping into them. This demonstrates that children are developing an understanding of the potential impact of their own behaviour on others. Staff support children's communication skills well. For example, they extend children's language by adding new words as they play and repeat back their speech to support their pronunciation.

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The provision is good

Children learn to take responsibility for small tasks to help promote a sense of responsibility and belonging. For example, children help to set up the table for mealtimes, put out the chairs and distribute the plates. Children develop their independence in preparation for school. They learn to put on their own coats, pour their own drinks and use cutlery confidently. Children enjoy fresh air and exercise, which helps to keep them fit and healthy. They develop their motor skills as they balance on equipment and dig in the mud with tools. Children make good progress from their starting points and are well prepared for the next stage in their education, including school.

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need to do better?

n The provider plans a broad and balanced curriculum and organises experiences that support children to reach the next steps in their development. Staff generally deliver the curriculum well. However, at times, staff are less confident in encouraging children to try new activities to extend children's interests and knowledge even further. n Staff identify when children might be at risk of falling behind in their learning. They work with external agencies and parents to help close any gaps. For example, some children receive extra small-group support to help develop their language skills. n Children follow the rules and expectations of the setting. For example, they line up to come inside after playing outdoors and tidy away their toys when asked to do so by staff. Children share the resources and take turns. Staff manage minor disagreements between children well. n Children develop their literacy skills as they enjoy looking at books

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need to do better?

independently, turning the pages one-by-one. Staff read stories to children with enthusiasm, encouraging children to consider what might happen next to help them to start to understand the structure of stories. n Children new to the setting settle very quickly. Staff work in partnership with

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need to do better?

15 January 2025 parents from the outset to find out about children's likes and dislikes and organise settling-in sessions to meet children's individual needs. Parents report that they feel comfortable leaving their children at the nursery, which they describe as a 'home from home'. n Staff support children to develop their early mathematical skills, in preparation for later learning in school. For example, staff support children to identify numbers on scales and learn when things are full or empty. Children use counting in their play, which staff encourage and support. n Children learn to take appropriate risks in their play to help develop their self- confidence. Staff teach children the skills they need to do this safely. For example, they show children how to hold out their arms to help them to balance. n Staff organise many opportunities for children to develop their fine motor skills. For example, children enjoy making play dough, mixing ingredients to make

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need to do better?

banana bread, doing jigsaw puzzles and making sandcastles. This helps children to strengthen their hand muscles in preparation for early writing. n Staff's well-being is a high priority. The provider makes sure that staff's workload is manageable to ensure that they have a good work-life balance and that morale stays high. However, the procedures for the monitoring and supervision of staff are not robust. As a result, staff do not know what they need to do to develop their practice further to help ensure that children receive the highest quality teaching.

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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 more confidently implement the curriculum, with particular regard to adapting practice to develop and extend children's interests n strengthen the monitoring of staff's practice to precisely identify areas for development to raise the quality of teaching to the highest level.

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Setting details

Unique reference number EY467978 Local authority Bournemouth, Christchurch & Poole Inspection number 10375536 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 30 Number of children on roll 26 Name of registered person Bannister, Emma Jane

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reference number

Telephone number 01202950989 Date of previous inspection 9 May 2019

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Information about this early years setting

Iford Bridge Nursery & Pre-School registered in 2013 and is located in Bournemouth. The setting operates on Monday and Friday from 8am to 3.30pm and on Tuesday, Wednesday and Thursday from 8am to 5.30pm. It is open for 50 weeks of the year. A team of four staff work with the children, including the owner/manager. All staff hold a relevant qualification in early years at level 3 or above. The setting offers government funded spaces.

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Inspection activities

n The managers joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector spoke to children to find out about their time at the nursery. n The inspector observed the interactions between staff and children. n The inspector talked to staff and parents at appropriate times during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

15 January 2025 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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