Mossgate Day Nursery

Inspection of Mossgate Day Nursery Kingsway, Morecambe LA3 2EE

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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

Staff welcome children warmly as they arrive at the nursery. They ask parents for any key information about how their children have been, to ensure that they can care for children's needs. Through a varied curriculum, staff support children's developing independence and sense of self. For instance, children learn to put their belongings away and wash their hands on arrival. Staff gather extensive information about children before they start attending. They use this to implement routines and activities that develop each individual child's confidence. The key- person system is strong. Staff build positive relationships with children and quickly get to know them very well. Children who are new to the nursery are given lots of reassurance. They happily seek staff out for a cuddle or to involve them in their play.

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The provision is good

Staff well-being is important to leaders in the nursery. Staff clearly enjoy their work and morale is high. This contributes to the very positive atmosphere in the nursery. Children behave well, are confident in their play and keen to share their learning with others. For example, children excitedly tell adults about their achievements being recognised on a 'celebration leaf' display. Children benefit from praise and encouragement from staff, which helps them to develop a sense of pride and high levels of self-esteem.

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need to do better?

n Leaders place a very strong focus on outdoor play. They recognise the benefits to children of fresh air and exercise, particularly for those children who do not have access to an outdoor space at home. Children approach outdoor physical play with great enthusiasm. They navigate the natural woodland spaces with curiosity and wonder. The herb planters provide children with an understanding of how plants grow, and they use the produce in wider learning. For example, children squeeze peas into a bowl and count them while comparing amounts. This helps children to learn the concepts of more and less. n Leaders and staff assess risks in the setting. For example, they conduct daily checks in the garden and regularly check resources to see if they are broken. However, staff do not teach children to assess risks for themselves and the possible consequences of their actions. For example, staff do not explain why

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need to do better?

they are asking children to not do things, such as lifting heavier objects to look underneath. Children do not always understand how to keep themselves safe. n There is strong support for children with special educational needs and/or disabilities (SEND). Passionate staff work well with specialist professionals to provide activities that develop the communication and language skills of children with SEND. This has helped these children to make good progress. Families of children with SEND feel extremely well supported by staff.

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need to do better?

30 January 2025 n Children throughout the nursery enjoy looking at books. For example, older children choose which story they want to read in the woodland garden, and younger children look at the pictures and feel the different textures. Staff skilfully introduce new vocabulary into stories to help children begin to understand their emotions. During group reading times, children discuss the roles of authors and illustrators. Therefore, children are capable of showing what they have learned and remembered. n Leaders provide regular supervision sessions and support that contribute to staff feeling valued and motivated. They collaborate with staff on all matters pertaining to the nursery's activities and resources. Together, leaders and staff celebrate best practice. For instance, during 'shout-out Wednesday', staff nominate the best learning moment that week and explain how it supported children's development. Staff say that this makes them feel valued, helps to

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need to do better?

build relationships between the staff and challenges them to constantly improve. n Leaders have created an exciting and varied curriculum, based on the learning needs and interests of the children who attend the nursery. High priority is placed on supporting children to develop their communication skills. Staff encourage children to join in when singing songs and practise related actions. Opportunities for children to engage in discussions with staff help to support their emerging speaking skills. Children make good progress from their individual starting points.

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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 improve children's understanding of the possible risks and consequences of their actions, so they are better able to assess risks for themselves.

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Setting details

Unique reference number EY493875 Local authority Lancashire Inspection number 10367662 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 60 Number of children on roll 62 Name of registered person Mossgate Day Nursery Ltd

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reference number

Telephone number 01524 874540 Date of previous inspection 18 February 2019

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Information about this early years setting

Mossgate Day Nursery registered in 2015 and is located in Morecambe, Lancashire. The nursery employs 11 members of childcare staff. Of these, all hold appropriate early years qualifications at levels 2, 3, 5 or 6, including the owner, who has early years professional status. The nursery opens from Monday to Friday during term time only. Sessions are from 8am to 6pm. The nursery offers the government funded places for childcare.

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Inspection activities

n The manager 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 and the manager carried out a joint observation of a group activity. n The inspector spoke to several parents during the inspection and took account of their views. n The staff spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on the children's learning. 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

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

30 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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