|Name||Polly’s Day Nursery|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 February 2020|
|Address||The Lodge, Victoria Park Road, Tunstall, Stoke On Trent, Staffordshire, ST6 6DX|
|Phone Number||01782 790790|
|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 enter the nursery excitingly as they begin their day welcomed by friendly staff members. The relationships between staff and children are good. Children engage in the activities provided by staff, which cover different areas of learning. Older children develop their understanding of patterns and colours as they find and peg the matching pairs of socks onto a washing line after listening to an engaging story. Babies sit and listen well as the staff member energetically reads a book to them. Older babies interact with the staff member by helping to turn the flaps when instructed. Children show excitement as they notice the snowflakes fall past the windows. They discuss with each other what they plan to do as they go outdoors. Outside, children are happy as they look at the footprints they have made in the snow. Staff further develop children’s learning as they explore the marks they make in different materials, such as sand, gel and cream. Children feel secure in the safe environment and they receive lots of praise from the staff. Staff support children to be physically active; the babies laugh and move as they try to catch bubbles. Children are ready for the next stage in their learning.
What does the early years setting do well and what does it need to do better?
nThe manager and staff have created a learning environment where children can explore and learn in enjoyable and exciting ways. Staff incorporate mathematics alongside communication and language in all the activities. For example, during snack time, older children declare how proud they are at being able to count the 12 cups without the support of the staff member.nStaff create positive relationships with children. Key persons know their children well and can confidently support their development. For example, during lunchtime, staff feed the younger babies. They also encourage them to ’have a go’ at feeding themselves and hold their own cup. Children become confident within the environment as they follow the nursery routines.nStaff demonstrate secure knowledge on how to support the development of children in all areas of learning. The manager provides staff with additional support and training to strengthen their knowledge. Recently, staff attended a course to better enable them to develop the experiences they provide for children. As a result, the children are encouraged to explore the history of the surrounding area.nThe manager is reflective and creates evaluative plans to support future improvements. The manager seeks and considers the views of parents well. For example, she sends out questionnaires which focus on a specific subject, such as healthy eating within the nursery.nThe manager and staff form good partnerships with parents. The parents say they are happy with the progress their child has made since starting, and they also remark on how staff keep them informed through daily communication.When children first start staff assess their starting points. This process can be further developed by gathering detailed information about children’s level of development from parents.nThe curriculum children receive is well structured. Children make good progress in their development, including those who are eligible for additional funding. Staff link planning to what children individually need to develop and have a topic-based approach which enables them to offer children a variety of activities. Some staff challenge children’s critical-thinking skills by asking challenging questions. For instance, they ask children to think about what it would be like in space and provide children with time to confidently share their thoughts. However, this practice is not consistent with all staff, as some do not provide children with enough time to respond and provide answers for them.nStaff provide children with activities that create a better understanding of the world. For example, older children curiously handle interesting resources, such as old cast irons and washing boards. Children are able to listen to the staff well and follow the instructions when given. However, how staff manage children’s behaviour is not consistent as staff do not always set out expectations of behaviour before the activities.
The arrangements for safeguarding are effective.Management and staff attend regular safeguarding training. There are robust policies in place which ensure everybody understands their roles and responsibilities to protect the children in their care. They carry out daily risk assessments of the inside and outside environment. Staff can identify signs of abuse and know what to do should they have a concern about a child’s welfare. The manager keeps detailed records and documentation. The management team follows effective recruitment, vetting and induction procedures to ensure staff working with children are suitable to do so.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should:nensure all staff consistently give children time to think and respond to questions to help them to share their thoughts and ideas to support their critical-thinking skillsnprovide children consistently with age-appropriate behaviour expectations during activities, to increase their level of engagement even furtherndevelop partnerships with parents further to share more information about children’s development and learning, and fully support a shared approach for promoting children’s progress.