|Name||A Flying Start Nursery|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||25 October 2019|
|Address||Kings Ripton Lodge, Kings Ripton, Huntingdon, Cambridgeshire, PE28 2NH|
|Phone Number||01487 773 162|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
|Last Distance Offered Information Available||No|
What is it like to attend this early years setting?
The provision requires improvementThe quality of teaching is variable. Staff sometimes miss opportunities to extend children’s play or adapt activities to challenge their learning. As a result, children do not always remain purposely involved or make as much progress as they could. Having said that, children’s communication is well supported, particularly in the pre-school room. For example, story times are interactive and engaging. Children listen attentively and excitedly join in with repeated refrains. Staff ask children questions about the story and encourage them to recognise and say initial letter sounds.The friendly staff team offers a warm welcome to children and parents. Children are happy and feel safe. They confidently explore the nursery environment. They freely choose where and with what they want to play. The key-person system is effective. Staff know the children in their key groups well and display secure relationships with them.Children’s emotional well-being is positively promoted. Staff support children’s good behaviour. For example, children learn to follow instructions and take turns. Staff are consistent in their management of children’s behaviour and make their expectations clear. They offer children lots of praise and gentle reminders to encourage them to share and be kind to their friends. This helps children to develop a sense of empathy for others.
What does the early years setting do well and what does it need to do better?
nSometimes, staff do not challenge children’s thinking or ask them probing questions as they play. They do not always promptly respond to children’s interests throughout the day or adapt the environment to enrich their play further.nThe manager seeks guidance and support from the local authority. She has addressed some of the actions raised at the last inspection. For example, staff supervision sessions are in place. The manager and staff have accessed online training to enhance their practice and improve teaching skills. However, more time is required to embed monitoring systems to help raise the standard of teaching to a higher level. Therefore, not enough progress has been made to raise the quality of the provision to good.nChildren learn about the wider world and diversity. For example, they talk about traditions and cultural celebrations, such as Holi and Diwali. Staff help children to develop a sense of identity. For example, children use mirrors to observe the similarities and differences between themselves and their peers as they draw self-portraits. Staff value children’s efforts and display their portraits in frames in the nursery.nParents speak positively about the nursery. Staff make good use of daily discussions to inform parents about their child’s day. However, information about children’s learning is not consistently shared with parents. This means parents are not well supported to build on children’s learning at home.nStaff support children with special educational needs and/or disabilities well and provide additional support where needed to help close any gaps in their learning. For example, staff take advice from other professionals to support those children with speech and language difficulties.nChildren are developing a sense of independence. For example, they make choices in their play, put on their coats and attend to their own personal care needs, relevant to their age and ability.nChildren explore the sensory properties of real vegetables in the role-play area. They learn mathematical concepts such as shape, space and measure as they categorise and transfer vegetables from different-sized trays. Children are fascinated by visitors. They engage the inspector in their imaginative play and pretend to cook her dinner.nStaff promote children’s health effectively. They provide opportunities throughout the day for children to be physically active and play outdoors in the fresh air.nChildren learn about how food grows. For example, they regularly check the tomatoes they have planted in the garden. Staff help children to observe growth, decay and change over time.
The arrangements for safeguarding are effective.The manager and staff have a good understanding of child protection issues. They know the correct procedure to follow if they have concerns regarding a child’s welfare. The manager follows secure recruitment processes to ensure staff are suitable to care for children. For example, she ensures that staff have references and complete a thorough induction when they initially start their employment.
What does the setting need to do to improve?
To meet the requirements of the early years foundation stage, the provider must:Due dateimprove staff’s planning and delivery of activities to ensure all children are consistently engaged in challenging and purposeful play.30/12/2019To further improve the quality of the early years provision, the provider should:nstrengthen the processes to monitor the quality of teaching and implement a more effective system to support and coach staff to improve their personal effectivenessnextend partnerships with parents to provide more opportunities for them to be involved in supporting their children’s learning and development at home.