|Ofsted Inspection Rating||Good|
|Inspection Date||29 January 2020|
|Address||26 Browns Lane, Knowle, Solihull, B93 9BE|
|Phone Number||01564 772211|
|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 make good progress in this homely and welcoming nursery. They enjoy the time they spend here and are settled in their environment. They benefit from positive and close interactions with staff and are obviously happy in their care. Children who are a little unsure are afforded the time to watch activities and gain confidence before joining in with support from staff. Babies have much fun as they play in shredded paper. They feel the paper, put it on their heads and explore the texture with their mouths. Staff extend the activity by adding animals and helping the children to search for them. Pre-school children take part in a forest school session. They look at the frost that has appeared in the garden overnight and describe it as ’crunchy’ when they walk on it. They listen to the birds and know that the birds use sticks to build their homes. They peel sticks using potato peelers and staff introduce mathematical concepts as they ask children if their sticks are fatter or thinner when they have been peeled. Children behave well. They learn to share and take turns and are respectful of the feelings of others in the group. Children’s communication and language is promoted well. Babies and younger children are encouraged to repeat single words and simple phrases. Older children are given time to process their thoughts before they answer questions.
What does the early years setting do well and what does it need to do better?
nThe manager and staff work well together as a team. They attend training and share what they learn with each other to continually benefit the children who attend. Staff evaluate the premises and the activities and adapt them to ensure that they evolve to help children make the best possible progress.nChildren who have special educational needs and/or disabilities are exceptionally well cared for and this is a real strength of the nursery. Staff work closely in partnership with other professionals and parents to ensure that each child’s individual needs are met. They introduce additional resources, activities and aids to help all children to take part in the activities and access the premises independently.nParent partnerships are strong. Information is shared with parents through notice boards, communication books and at termly parents’ evenings. Parents are told about their child’s progress and next steps in learning and are provided with ideas to support them to continue their child’s learning at home. Parents are happy with the care their children receive and their comments are positive. They say that they are fully involved in their child’s learning and staff go over and above to make sure all children’s needs are met.nChildren receive lots of support when they move through the nursery or on to school. Transition visits to the next room take place over a month and at different times of the day, so that children get used to the new routines and environment. Parents are informed well in advance and are included in theprocess. They are invited to attend a show round of the new room, given time to meet their child’s new key person and discuss what activities children will be taking part in. Staff work with schools that children will be moving on to. They share information to ensure consistency in children’s care and learning. Reception teachers come to the nursery to observe and meet children in their familiar environment.nPre-school children take part in a yoga session to help develop their core skills. They stretch as they lie on the floor, raise themselves up and balance on one leg. Although children enjoy the activity, it is not organised well enough to allow all children the space to fully participate or to see the yoga position they are copying. Furthermore, the organisation of lunchtime and storytime does not consistently help children to make the most of the activities and routines.nChildren’s physical development and health is supported well. All children play outside in the fresh air every day. They thoroughly enjoy digging for worms and treasure in the mud kitchen and develop their imagination as they use the mud to make strawberry cakes and mashed potato. They use their physical skills as they climb, balance and ride bikes. Children gain early mark-making skills as they chalk on the floor. Staff talk to them about what they are drawing and encourage older children to write the letters in their name.nThe manager tracks children’s progress to identify any gaps in children’s learning. The information is shared with staff so that they can plan activities that support every child’s individual learning needs. Consequently, children make good progress from their starting points.
The arrangements for safeguarding are effective.All staff attend training to keep up to date with their safeguarding knowledge. They can recognise the signs and symptoms of abuse and neglect and know the procedures to follow if they have concerns about the welfare of a child in their care. All staff are aware of the whistleblowing procedures, should they have a concern about a member of staff. Recruitment and induction procedures are robust to ensure that every person working with the children is suitable to do so. The premises are safe and secure and there are procedures in place to protect children should an incident arise.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should:nrefine the organisation of activities to enable all children to fully participate and be actively involved.