Carmela Coady Childcare

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About Carmela Coady Childcare

Name Carmela Coady Childcare
Ofsted Inspections
Address Suite 2 & 3, 4-6 Shelley Road, Bournemouth, BH1 4HY
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 at this welcoming nursery happy and keen to be with their friends. They develop confidence and learn to listen and follow instructions. Kind and caring staff greet them on arrival and quickly comfort children when they need reassurance.

Staff use this time to communicate with parents to find out detailed information about their children and to support families.Children develop positive relationships with staff. Throughout the nursery, staff sit alongside children as they play.

This helps children to feel valued as individuals. Staff implement daily routines for children to follow, helping them to feel s...afe and secure. For example, children line up when it is time to go outside to play.

They know to walk straight through a courtyard to access the outdoor area.Staff provide a calm, nurturing environment. Children are keen to explore and investigate the resources and activities staff offer them.

They excitedly engage in activities staff plan for them. For instance, staff follow older children's interests in musical instruments. They encourage children to use shakers in time to the nursery rhymes they sing.

Management has put in place a coherent curriculum that builds on what children need to know next. The curriculum is ambitious for all children.

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

Staff support children with their communication and language skills well, using various strategies.

They use sign language when they say 'please' and 'thank you' to model good manners. Younger children use picture cards to confidently name different emotions, and they engage in conversations with staff during their play. However, less-experienced staff do not always speak slowly or pause conversations to allow younger children, particularly those who speak English as an additional language (EAL), time to think and respond to their questions or help them to join in.

The special educational needs coordinator (SENCo) knows children very well, including those children with special educational needs and/or disabilities. The SENCo focuses on closing any gaps in children's learning and experiences. She identifies any potential issues early on and seeks external help and advice when necessary.

Parents comment that they are fully involved in the process.Children's behaviour is good and appropriate for their age. They are kind to their friends.

Older children play alongside each other and share resources during activities. Staff encourage younger children to talk about emotions and how they are feeling. For example, they make good use of colours and stories to teach children about recognising and dealing with their emotions.

Children learn to be independent. In the baby room, babies confidently feed themselves at mealtimes. Younger children learn to tidy up, and older children start to manage their own personal care.

All children are confident to lead their own play and learning.Staff take time to find out about children's individual backgrounds and experiences. They provide opportunities for children that they may not experience at home.

Children look forward to their weekly physical education, music, and cookery sessions. They learn about the wider world through outings in the community, such as to the local library and nature walks. However, staff are not always proactive in promoting the cultures and languages of the children who attend the nursery.

Therefore, children miss out on opportunities to explore their similarities and differences.Parents are complimentary about the nursery. They receive regular updates about their children's day and ongoing development.

For instance, staff send detailed information about children's experiences and development using an online app. Parents appreciate this communication they have with staff. They feel that the management team 'listens and takes action' on the suggestions they make.

The owner/manager and co-manager are dedicated leaders. They involve staff, parents, and children in their ongoing reflection and when planning future improvements to the nursery. The management team works with staff, observing them as they work with children.

The team meets with staff to discuss their roles, agree on professional development targets and plan future training.


The arrangements for safeguarding are effective.Management gives high priority to the safety and well-being of all children, and staff undertake regular child protection training.

Managers monitor ongoing staff suitability through regular supervision and appraisals. Safeguarding matters are regularly discussed at team meetings to refresh staff's knowledge. The designated safeguarding leads, and staff, are confident in the procedures to follow should they have any concerns about children or adults they encounter.

Management works with staff to identify potential hazards. Staff deploy themselves effectively and supervise children well.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen support for less-experienced staff to give children, particularly those who speak EAL, more time to think and respond and to help younger children's emerging speech and language skills build further on the opportunities to celebrate children's backgrounds, cultures, and languages to help children understand their similarities and differences.

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