Filgrave School and Filgrave Nursery

About Filgrave School and Filgrave Nursery

Filgrave School and Filgrave Nursery


Name Filgrave School and Filgrave Nursery
Ofsted Inspection Rating Good
Inspection Date 04 March 2019
Address Filgrave School, Filgrave, NEWPORT PAGNELL, Buckinghamshire, MK16 9ET
Phone Number 01234711534
Type Childcare on Non-Domestic Premises, Full day care
Gender Mixed

Summary of key findings for parents

This provision is good • The provider and manager work in partnership well to drive improvements in the nursery. For instance, they involve all staff in the creation, implementation and review of the nursery action plan. They discuss progress towards targets each day. This has helped them to raise the quality of provision since the last inspection. • Staff know their key children well. They observe children closely and complete regular and precise assessments. This helps them to identify appropriate next steps for individual children and helps to close any gaps in their learning. • Staff create a stimulating and inviting learning environment for children. They ensure there is a wide variety of indoor and outdoor age-appropriate learning opportunities. This helps to meet children’s individual needs well. • Staff develop positive partnerships with parents and talk to them each day about their children’s achievements. They share photographs of children’s learning and signpost parents to a variety of family support services within their local area. • Staff provide strong opportunities for children to learn about healthy eating and their wider community. For instance, one day each week children prepare and cook their own lunch. During ’Chinese New Year’, children cooked and ate a stir-fry noodle meal in a Chinese restaurant. • Children make good progress from their starting points. They are well prepared for the next stages in their learning. • The management team has implemented procedures to monitor and supervise the quality of teaching. However, these are not fully embedded to raise practice to the highest level. • Systems for monitoring and comparing the progress of different groups of children are not fully developed.




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