Flying Start Nurseries

Inspection of Flying Start Nurseries 35 Bell Street, Shaftesbury, Dorset SP7 8AE

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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 Requires improvement

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The provision is good

Children are happy, joyful and enthusiastic in this setting. They enjoy singing with staff, taking turns to choose their favourite songs. Children join in with the 'wheels on the bus go round and round', eagerly participating, demonstrating their understanding of dynamics by singing softly about babies and laughing together as they sing about dads snoring on the bus.

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The provision is good

Staff have good expectations of what children can achieve and provide opportunities for them to apply their skills and knowledge. For instance, children learn woodworking skills with support from staff. They learn safety procedures and confidently explain how rules keep them safe, such as why shoes and safety glasses are essential for protection. This approach fosters children's maturity, as children recall previous learning and attentively follow instructions. Children confidently name tools and use them safely. Staff provide one-to-one guidance as children design, measure and saw wood using appropriately sized tools, further enhancing their focus and motivation.

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The provision is good

Structured routines are well-established to support children's well-being and promote smooth transitions between activities. Children form good relationships with staff and peers as they regularly engage in planned activities with their key person. They build good social skills and collaboration among their friends.

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need to do better?

n The provider's curriculum is ambitious and builds on children's interests. They have designed a curriculum that systematically provides children with the skills and knowledge they need to learn progressively over time. For example, staff introduce babies to simple ideas about the world around them such as transport, encouraging them to observe buses as they wave to the driver while modelling early language development to them. Older children build on previously acquired knowledge and learn how different vehicles operate in various environments. n Staff accurately assess children's needs, identifying what they need to learn next to make effective progress. They plan enjoyable curriculum activities, incorporating children's interests with the skills and knowledge they need to learn. However, some learning tasks that staff design distract children from their intended learning. For instance, when staff teach children numerals, toy cars

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need to do better?

distract them, which limits their ability to focus and practise the skills they need to develop. n Staff interactions with children are caring and attentive. They engage children well and maintain good relationships by speaking to them respectfully and gently. Children are confident, quickly settle and engage well with one another. Staff interactions also support children in developing self-belief. These build

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need to do better?

8 May 2025 children's confidence to persevere when they are working on tricky puzzles. n Children frequently enjoy books and choose the ones they want to read with staff. Younger children benefit from staff sharing books alongside them, while staff engage older children well in storytelling sessions using puppets. However, staff occasionally do not do enough to teach children to elaborate on the vocabulary they learned from books and use it in their own communication and language. n Children have positive attitudes toward learning. The provider has established routines that support their well-being and help them quickly engage in planned learning activities. Children are highly motivated and respond to staff instructions. Staff help children have a positive attitude by helping them recall good personal attributes such as 'I am kind' or 'I am brave'. Children enjoy recalling these and noticing these attributes in their play.

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need to do better?

n The provider works effectively with parents. Staff share children's achievements and discuss with them when they have concerns about their development. When necessary, the provider is proactive in working with external agencies to secure the support that children need to ensure they are well-prepared for future learning. The provider's key-person system is well embedded, working with parents to prioritise children's well-being.

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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 design curriculum-based activities that sharply focus on their intended learning, so children can practise the skills and knowledge they need to make even more progress n strengthen the consistency of staff teaching skills, particularly for reading, so children can elaborate and use the vocabulary they have learned from books.

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Setting details

Unique reference number EY344676 Local authority Dorset Inspection number 10368922 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 55 Number of children on roll 110 Name of registered person Elestar Services Limited

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reference number

Telephone number 01747 852666 Date of previous inspection 19 August 2024

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Information about this early years setting

Flying Start Nurseries registered in 2006. The group operates from Shaftesbury, Dorset. It opens each weekday, from 8am to 6pm, all year round. The setting offers government funded places. The group employs 24 staff who work with children, 16 of whom hold appropriate qualifications at levels 2 to 6.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The managers and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 The managers and the inspector carried out joint observations during learning activities. 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.

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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

8 May 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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