Mighty Oaks Day Nursery & Pre School

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About Mighty Oaks Day Nursery & Pre School

Name Mighty Oaks Day Nursery & Pre School
Ofsted Inspections
Address Chapel Gate, Parley, Christchurch, BH23 6BL
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Bournemouth,ChristchurchandPoole
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy and clearly enjoy their time in the setting. The curriculum is well planned. The staff know the children well, what their interests are and how they learn.

For example, children are keen to plant vegetable seeds, learning about how to care for them and where food comes from. They excitedly talk about watering the seeds and can do this independently using the good range of resources in the outside area. For example, children use rainwater from the water butt to water the seeds.

Staff place a high emphasis on children's uniqueness and embrace their home language and cultures in the environment and e...very day learning. For example, there are numerous words in children's home language on display with their English pronunciation to help all the children learn to value and respect differences. During the COVID-19 (coronavirus) pandemic the setting has made changes, such as staff wait outside the setting for parents to drop off and collect, enabling parents to speak with their children's key worker.

This is currently being reviewed taking into account government advice and guidelines. Children, generally, behave well and know and understand the boundaries and expectations. However, on occasions, staff miss when children do not always consider the needs of others; for example waiting their turn to use the water butt.

Nevertheless, staff manage behaviour well and children show that they respect their environment.

What does the early years setting do well and what does it need to do better?

Staff work hard with numerous agencies, such as health visitors, speech and language therapists, Portage and occupational therapists, to support children in making the best possible progress given their starting points. Staff work closely with parents to make sure everyone is involved in assessing what the children know and can do and what they need to learn next.

Consequently, all children, including those with special educational needs and/or disabilities, make good progress in their learning.Partnership with parents is strong. Parents state that they are pleased with the progress their children are making, particularly with communication and language.

They also value the new owners improvements and feel that the setting communicate well with them in terms of their children's progress and gaining their views on what they would like to see improved. There are good settling-in procedures to ensure parents feel comfortable leaving their children in the staff's care.There is new leadership to the setting.

New owners have taken over since the last inspection. They have invested time and money into developing a strong staff team and providing a stimulating environment for all children. The babies and pre-school children come together at different times, such as mealtimes, to create a family atmosphere where they can socialise and talk about what they are enjoying in their day.

Babies' home routines are closely followed to make sure they are comfortable and their confidence is growing as they explore their space.The manager is knowledgeable and has a good understanding of good practice. She is a positive role model to staff.

Every day she spends time in the rooms, demonstrating effective teaching methods and has implemented new ways for staff to continue with their professional development and share good practice with the staff team.In general, children are motivated to learn and engage well in a range of activities tailored to their individual needs and interests. Staff use good methods to ensure the curriculum is focused on what children know and what they need to learn next.

Staff interaction varies; at times staff engage well and use effective questioning to help children reach the next steps, but this is not consistent at all times to enable them to make the best progress possible.


The arrangements for safeguarding are effective.Safeguarding is given a high priority by management and staff.

They are clear on the procedures to follow in the event of a concern and all staff receive training and regular updates to ensure their knowledge is kept up to date. Referrals are made swiftly and any advice given is followed to ensure children are protected from harm. There are good recruitment and vetting procedures to ensure that all staff are suitable for their role and responsibilities.

Clear risk assessment procedures are in place, particularly as they use the forest area at the rear of the setting. Staff ensure the area is safe, completing daily checks and addressing any issues that may arise that they may not be aware of, for example when there are external events happening on the main site.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to be consistent in helping children to learn how to consider the needs of others, for example waiting their turn develop staff knowledge further to enable them to consistently challenge children in their learning.

Also at this postcode
Educamps - Christchurch

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