Finlay Eec

Inspection of Finlay Nursery Finlay Childrens Centre, Tredworth Road, GLOUCESTER GL4 6TL

p.1

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

p.1

The provision is good

Children arrive happy and eager to explore the inviting learning environment. They move confidently between activities because staff plan a wide range of purposeful experiences that build securely on what children already know and can do. In both the two-year-old room and pre-school, staff set clear curriculum intentions. They adapt activities to match children's interests and abilities, ensuring that all children make consistently good progress. Children benefit from well-structured daily routines. With guidance from staff, they learn what is happening now and what will come next. This helps children to feel secure and to develop independence. Staff promote positive hygiene habits and social skills, encouraging children to sit and eat together. During snack time, staff extend children's communication and language skills, introducing new vocabulary and ideas. For example, they talk about how apples grow, helping children to connect real-life experiences with their

p.2

The provision is good

learning. Staff strengthen children's early mathematical understanding. They encourage them to count pieces of fruit and compare quantities.

p.2

The provision is good

Outdoor learning is a regular feature of the curriculum and supports children's physical skills, health and well-being. Staff join in with children's play at their level, helping them to test ideas, solve problems and communicate their thinking. For example, children carefully transport water using containers and explain how they have created a pond for ducks. Staff use these moments to develop children's reasoning and vocabulary. Children develop early literacy skills, making marks with paintbrushes in foam. They navigate space safely as they ride on pedal tricycles, building strength, coordination and confidence.

p.2

need to do better?

n Leaders have made significant improvements since the last inspection. They have worked with the local authority improvement advisors to implement a broad, well-sequenced curriculum. Staff have been provided with effective training to enhance the quality of teaching. They report noticeable improvements across the setting and meet regularly to evaluate practice as a team. This helps to drive continuous ongoing improvements. n Staff use a range of strategies to support children's understanding of positive behaviour and expectations. They act as positive role models and explain why rules are in place. For example, they remind children not to swing on chairs, helping them understand the risk of falling and keeping themselves safe. However, at times, some staff are not fully consistent in reinforcing behavioural expectations. They do not always follow up when children challenge boundaries or ensure that children respond to guidance. As a result, some children do not

p.2

need to do better?

always cooperate or take part fully in activities, as they receive mixed messages about what is expected of them.

p.2

need to do better?

17 September 2025 n Staff plan daily story and song times to support children's communication, language and early literacy skills. Children become familiar with songs and stories and generally listen well. They make links between picture cards and songs and can make choices about the songs they would like to sing. However, staff do not always adapt group times to make them fully interactive, which limits children's engagement and opportunities to practise new skills. For example, children sit while listening to stories and try to join in with actions while remaining seated. This reduces opportunities for them to move, explore and engage more actively with learning. n Staff adapt and differentiate their teaching to meet the needs of all children, including those with special educational needs and/or disabilities (SEND). They use visual aids and tailored strategies to support understanding and social interactions. Children with SEND benefit from additional support and individual

p.2

need to do better?

learning plans. Staff work closely with external professionals, such as speech and language professionals, to close gaps in learning and help every child make the progress they are capable of. n Partnerships with parents are good and support children's development. Staff share information about children's learning and progress through daily conversations and digital platforms, helping parents continue learning at home. Parents are encouraged to join stay-and-play sessions and celebration events, such as pre-school graduation. Collaborative activities, such as a charity 'toddle' around the park, strengthens relationships, develops children's social skills and promotes a sense of community. n Children take part in a wide range of activities that enrich the curriculum. Each week, a specialist teacher runs forest-school sessions, helping children enjoy outdoor learning and develop an understanding of managing risk safely. Health

p.3

need to do better?

professionals visit the setting to teach children about their bodies and the effects of exercise on the heart. Leaders plan to introduce a tooth-brushing initiative to further support children's understanding of oral health and overall well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n enhance the consistency of behavioural expectations to fully support children's understanding of what is expected of them n support staff to make group times more interactive, so children can engage fully and strengthen their communication, language and early literacy skills.

p.3

Setting details

Unique reference number EY539415 Local authority Gloucestershire Inspection number 10377120 Type of provision Childcare on non-domestic premises

p.4

Registers

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

p.4

inspection

Total number of places 34 Number of children on roll 42 Name of registered person Barnardo's

p.4

reference number

Telephone number 01452 417060 Date of previous inspection 22 November 2024

p.4

Information about this early years setting

Finlay Nursery registered in 2016 and is situated within the children's centre in Tredworth, Gloucester. It operates from 8.30am until 3.30pm, Monday to Friday, during term time. The nursery employs five members of staff. Of these, one holds qualified teaching status and two hold relevant early years qualifications at level 3. The nursery provides funded early education for children aged two, three and four years.

p.4

Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to children, to find out about their time at the setting. 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 SEND. 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 manager and the inspector carried out a joint observation. 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.

p.5

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.

p.5

Inspection activities

17 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6