|Ofsted Inspection Rating||Good|
|Inspection Date||12 December 2019|
|Address||Bushbury Triangle Nursery, 72 Stanley Road, WOLVERHAMPTON, WV10 9EL|
|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
All children and their families receive a warm welcome at this friendly and inviting nursery. Staff show a genuine interest in each child and subsequently, children form strong attachments and settle quickly into the provision. Children are active and curious learners. They show high levels of interest as they explore their environment and investigate a wide range of natural materials and resources. Babies giggle and squeal with delight as they crawl confidently around, pull themselves up on low-level furniture and take part in sensory activities. Children with special educational needs and/or disabilities are extremely well supported and make good progress from their starting points. The experienced and knowledgeable staff work effectively to ensure all children are valued and included. For example, they skilfully adapt activities and purchase specialist resources that promote individual development. Children secure the necessary skills for their next steps in learning. They start to link letters and sounds, play memory games and use wipe-clean boards to practise their early writing skills. Younger children start to recognise environmental sounds, such as weather and vehicle noises. This helps them to develop their understanding of the world.
What does the early years setting do well and what does it need to do better?
nStaff have developed an interesting and exciting learning environment, which uses natural materials to capture children’s imaginations. Children experiment with household utensils as they learn to stir, pour, roll and measure when making play dough. The role-play area is designed to be a home-from-home environment and offers children the opportunity to use familiar items, such as crockery and cutlery. These real-life experiences help them to make connections with the wider world.nThe nursery has a strong leadership team. Leaders and managers work together to evaluate the setting. For example, all rooms keep a log of their improvements and share suggestions during team meetings. This helps to identify areas for development.nStaff’s well-being is a priority for the nursery. The manager operates an open-door policy for staff who wish to share their feelings or concerns. Regular mental-health sessions are offered to support staff’s health and well-being. Staff are supported to manage their workload. For example, staff are allocated time to undertake specific duties and keep up to date with paperwork.nChildren access a well-planned outdoor provision. They run around, take part in team games and listen to stories in the outdoor reading area. Children develop their large-muscle skills as they peddle bicycles and push scooters. They enjoy ’jumping like a grasshopper’ as they move around the play area.nLeaders and staff have developed strong partnerships with parents and carerswho speak very positively about the nursery. Staff exchange information with parents both verbally and digitally, and invite them to contribute to their child’s learning. This helps to monitor children’s progress and ensure that they are consistently moving forward in their learning.nOn the whole, children behave well. They are encouraged to take turns and share resources. Staff are vigilant in tackling unwanted behaviour. However, they do not always explain to children why the behaviour is not welcome in the nursery.nChildren are developing the skills they need for their eventual move to school. They use a variety of tools to develop their small-muscle skills, practise writing their names and learn to sound-out familiar words during phonics sessions.nManagers undertake regular observations of staff’s practice. This helps them to set targets and identify appropriate training opportunities.
The arrangements for safeguarding are effective.Robust procedures are in place to protect children from harm. Staff have regular training that helps to develop their understanding of how to keep children safe. They can recognise the signs and symptoms of abuse and neglect, and are clear about the procedures to follow if they are concerned about a child. Staff are knowledgeable about wider safeguarding concerns, including the risk of children being exposed to extreme views. Risk assessment is used effectively. Staff ensure that equipment is monitored for signs of wear and tear, and check the outdoor play area before children go out to play.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should:ncontinue to develop the use of peer observations to raise the quality of teaching to an even higher levelnbuild on children’s understanding of the consequences of their actions to enhance their good behaviour even further.