|Ofsted Inspection Rating||Good|
|Inspection Date||09 October 2019|
|Address||Triangle Childcare, Ingestre Road, Wolverhampton, WV10 6SN|
|Type||Childcare on Non-Domestic Premises, Full day care|
What is it like to attend this early years setting?
The provision is good
Children are warmly welcomed into a stimulating indoor and outdoor space. Staff know their assigned key children well and build close relationships with their parents. Children confidently transition to other rooms and staff are sensitive to their emotional needs. Clear routines help children know what to expect next. They behave well and are happy in their environment. Staff use a range of strategies to help children to learn. For example, small-group work is used well to increase children’s listening and attention skills and they enjoy finding their names, counting and singing. Staff use books and the letter of the week to promote children’s interest in stories and linking letters and sounds. Many children enjoy making marks in a variety of ways, such as painting and using model cars and animals to make tracks. Children are inquisitive. Babies are supported well to use their senses as they explore the sand, and toddlers use the play dough as they make their creations using the matchsticks. Teaching is good and staff help children learn as they play. For instance, children enthusiastically use the dough, logs and twigs and compare size and length as they play. Staff skilfully adapt activities according to children’s abilities. They place a good focus on those children who speak English as an additional language to ensure they make good progress from their starting points.
What does the early years setting do well and what does it need to do better?
nThe deputy and senior manager work well together in the absence of the manager to ensure the smooth running of the nursery. They have a clear vision for the nursery and have a good overview of the practice and educational programmes. However, the deputy is new to conducting staff supervision and observing the quality of teaching. She does not consistently help each member of staff to identify precisely how they can raise their teaching to an even higher level.nThe planning and observation systems ensure children are provided with activities that build on what they can do to help them make good progress. Staff place a clear focus on preparing children for school and provide a range of experiences to help promote their mathematical and literacy development. However, these activities are not as popular with all boys and, as a consequence, they do not consistently achieve as well in these areas.nStaff skilfully promote all children’s communication and language skills. For example, staff introduce new vocabulary, concepts and ideas during activities, and they engage children well during stories. Staff caring for babies have close relationships with them and sing to them throughout the day and as they carry out care routines.nHigh priority is given to children with special educational needs and/or disabilities. The room and environment are tailored to meet their individual andspecific needs. Staff work extremely closely with children’s parents and other professionals working with these children to help close gaps in their learning.nThe team knows children and their families well, and any additional funding received is used to help children to make good progress. For example, funding is used to purchase additional staff hours, and staff make good use of external resources to help support children’s physical, emotional and language development.nStaff place a key focus on helping parents to support their children’s learning and well-being. Staff are aware of the health issues in the area and offer good advice on oral hygiene, obesity and mental health. For example, staff work with parents to promote healthy eating and all children clean their teeth at nursery. Staff keep parents informed about their children’s progress and encourage them to share books with their children through the popular book library system.nChildren benefit from freshly prepared meals, which are nutritious. Staff use mealtimes as an opportunity to extend children’s self-help skills and to talk to about their interests, families and healthy eating. All children have ample opportunities to increase their physical skills and to be outdoors in the fresh air. Children thoroughly enjoy the daily indoor music and movement sessions and easily follow instructions.
The arrangements for safeguarding are effective.There are robust recruitment and induction procedures in place to ensure staff are suitable to care for children, and their ongoing suitability is assessed. Staff have a good understanding of safeguarding and wider child protection issues. They work closely with other professionals and agencies to safeguard children and promote their welfare. The premises are safe, clean and suitable to meet the needs of the children who attend. Staff help children learn how to keep safe at nursery and in the local community. They encourage children to take controlled risks under supervision, such as using scissors and serving their own food at lunchtime.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should:nraise staff expectations even further to help them to identify how they can extend the quality of their teaching to a higher levelnprovide a more motivating range of experiences to capture the boys’ interest in mathematics and literacy, to raise their achievement to a higher level.