Roberts Day Nursery

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

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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

When children arrive, they are eager to play and learn. Staff provide them with a warm and enthusiastic welcome which helps them to settle quickly. Parents provide staff with the relevant information to help them tailor the activities during the children's day. Staff know all the children very well and adapt the curriculum to meet their individual learning and development needs. They provide children with a large range of activities they can freely choose from and enjoy. All children make progress from their starting points, including those with special educational needs and/or disabilities (SEND).

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The provision is good

Staff effectively support children's emotional health. They provide a narrative and visual cues on what is happening next. This helps support children in the transitions between activities and routines. Staff help children understand time and know when activities are about to finish. They help children to understand the behaviour rules. Children recall these rules. They say that 'you must always use kind hands and listen to what others are saying'. Staff are strong role models. They are calm and gentle and have a tactile approach to those children who respond positively to being held and cuddled. Staff ensure that any unwanted behaviour is dealt with fairly and swiftly.

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need to do better?

n Leaders have implemented positive changes in the nursery since the last inspection. They work alongside staff in order that they can monitor their practice and raise the quality of their provision, such as through additional training. For example, staff have attended courses to develop their skills on supporting children to regulate their behaviours. This effectively supports children to understand what is expected of them. Sleep matts and bedding are now available for all children who need to rest during the day. All staff fully understand safe sleeping practices. n Leaders are proactive in seeking help for children where gaps in their learning are identified. Staff work with outside professionals to provide strategies that allow children to access a fully inclusive curriculum. They work tirelessly to create a memorable and stimulating learning experience for all children, including those with SEND or who speak English as an additional language.

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need to do better?

n Staff have developed the outside space into a rich learning environment. Children enjoy climbing and negotiating obstacles as they play with their friends. They build large towers out of construction bricks. Staff ensure that children receive experiences that they may not have had before, such as riding a bike or a scooter and engaging in water play. n Staff use every opportunity to support children's understanding of healthy lifestyles. Fresh fruits and vegetables are provided, and children have the

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need to do better?

12 August 2025 opportunity to taste nutritious foods that they may not have previously tried. Children know that they must regularly wash their hands and drink lots of water. Staff show children how to care for their teeth and why this is important. Children know that they must reach the teeth at the back when brushing. n Overall, staff are effective in their teaching and children are enthusiastic and motivated in their learning. Staff use children's existing knowledge and current interests to plan a balanced curriculum. However, at times, staff's interactions with children do not fully support them to build purposefully on their learning. On occasion, this means that children do not consistently benefit from the learning opportunities available. n Staff plan a range of adult-led learning activities. They use observation and assessment in order to plan children's next learning steps. However, occasionally

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need to do better?

children's next steps are not carefully matched to their needs, to ensure that planned experiences successfully help them move forward in their development. n Staff share stories with children, which helps children to develop a love of reading and to learn how to handle books. Children are given time to offer their opinions about characters in a book. Staff encourage them to provide their thoughts on what may happen next. Children learn to sit, listen and concentrate. Children's communication and language skills are promoted well throughout the nursery.

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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 strengthen their interactions with children further, to more consistently extend their learning n strengthen staff's understanding of how to identify next steps for children's learning that are more precisely matched to their individual needs.

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Setting details

Unique reference number 2748664 Local authority Portsmouth Inspection number 10373146 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 41 Number of children on roll 54 Name of registered person The E.C. Roberts Centre

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reference number

Telephone number 02392 296919 Date of previous inspection 21 October 2024

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Information about this early years setting

Roberts Day Nursery registered in 2023 and is situated in the Fratton area of Portsmouth. The nursery opens from 8am to 6pm, Monday to Friday, throughout the year and holds a play scheme for children during school holidays. The nursery provides government funded early education places for children aged from nine months to four years. There are seven members of staff employed to work with the children, six of whom hold early years qualifications up to level 3.

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Inspection activities

n The manager and inspector completed a learning walk and discussed the intent behind the early years curriculum. n The inspector observed the interaction between staff and children during a range of activities, indoors and outside. n The manager and inspector conducted a joint observation of an activity and assessed the effectiveness of the planning and implementation. n The views of staff, children and parents were gathered and taken into account. n The inspector viewed a range of relevant documentation that was provided on request.

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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

12 August 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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