|Name||New Shoots Nursery|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 March 2020|
|Address||62, Greenway Road, Runcorn, WA7 5AF|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
What is it like to attend this early years setting?
The provision is good
Children at the setting feel safe and form secure attachments to the staff. Staff help children to become confident communicators through commentating and modelling new words. Staff ensure that children are well prepared for school life. They embed routines and help children to develop independence by encouraging them to have a go at new challenges. Staff plan a full programme of activities indoors and through visits outside of the setting. They think carefully about experiences that will enhance children’s understanding of the world around them. Children engage with the wide range of opportunities available to them in their local community. For instance, they visit the local railway station and walk to the local park. Staff plan a selection of activities based around what they know children can do and their next steps in learning. However, the staff input into extending children’s learning in free play can be passive. This means that, on occasion, opportunities for the children to practise and embed new skills are sometimes missed. Leaders share information with parents about how their children are progressing, and staff support parents to extend their children’s learning at home.
What does the early years setting do well and what does it need to do better?
nChildren enjoy the time they spend in the setting and arrive eager to explore the activities on offer. Resources reflect children’s current interests, such as cars in small-world play. Children are able to choose what toys they would like to play with. This helps children to engage well in imaginative play.nStaff help children to develop a love of reading. Books in each area of learning reflect current interests and topics. Story times are exciting and often include the use of props. This encourages the children to remain engaged. Staff act out characters and introduce new language while talking about stories. This approach helps children to embed new words into their vocabulary.nChildren are encouraged to try new activities and manage their own risks. For example, staff teach children how to cross roads safely with an adult. Staff know what children need to do next and how to support children in their learning and development. Children are making good progress from their starting points.nParents speak highly of the way that staff help children to communicate effectively. Staff use communication tools to assess children’s understanding and acquisition of new words. Staff share this information with parents regularly. Children who speak English as an additional language are well supported in language development through the use of additional equipment, such as translator devices.nThe manager identifies gaps in children’s learning. She helps staff to address these through targeted training and regular staff meetings. Staff are adept atassessing what children can already do, directing their questioning appropriately. However, sometimes during free play, staff do not always make the most of opportunities to extend children’s learning.nThe staff foster excellent relationships with families. They recognise the importance of supporting parents as well as children. As a result, parental partnership is strong. Parents place trust in the setting. Staff signpost parents to relevant facilities in the community that may offer further support.nThe manager works with the local authority to access training. She recognises the strengths that staff have and uses these to enhance children’s experiences. For instance, staff with particular artistic talents teach children new skills.nStaff help children to be ready for school. They work closely with staff at the local primary schools to support children in making this transition. Children regularly visit the schools with staff, which allows children to feel comfortable in their upcoming, new surroundings.nStaff plan a varied set of experiences for children to learn about their local area. Children attend music sessions and regularly visit the local library. These experiences help children to develop their confidence and social skills. The setting has a well-resourced outdoor area. However, staff do not consistently plan for children to continue their learning outside. As a result, children miss out on opportunities to further develop their learning in different ways.
The arrangements for safeguarding are effective.Staff know about the signs that may be a cause for concern about a child. They know the reporting systems for a child they believe may be at risk of harm. The manager follows thorough recruitment processes when employing new staff. On outings, staff complete risk assessments and carry the necessary first-aid equipment. The manager has ensured that staff are suitably qualified and that ratios are maintained at all times to safeguard children.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should:nmaximise the use of learning in the outdoor area so that children have the opportunity to learn in different waysnensure that staff use opportunities to extend children’s learning whenever they can, particularly during free play when appropriate.