Holyrood Nursery Warrington

The Quays Private Day Nursery 237 Thelwall New Road, Grappenhall, WARRINGTON, WA4 2XT

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Inspection date

Previous inspection date 18/12/2013 17/11/2008

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children make good progress in all areas of learning and development as they have the opportunity to enjoy a varied range of interesting and challenging activities, which staff plan and provide to support their identified next steps in learning.  Children are well-prepared for school through effective transitional procedures and involvement in visits from the local school.  Leadership and management is strong. Staff are enthusiastic, motivated and work exceptionally well as a team. There is clear motivation to develop the provision, in order to improve opportunities for children.  Children form secure emotional attachments with their key person and other staff, which promotes their well-being and helps them to feel safe and secure.

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It is not yet outstanding because

 There is scope to further improve the way staff's teaching skills are monitored to ensure their practice is best supported to become exemplary.  There is scope to enhance opportunities for children to learn about the world and celebrate difference in their play and learning.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Inspection activities

 The inspector observed activities in the four playrooms and the outside learning environment.

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Inspection activities

 The inspector held meetings with the manager of the provision and several members of staff.  The inspector took account of the views of parents and carers spoken to on the day.

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Inspection activities

 The inspector looked at the children's assessment records and planning documentation.  The inspector conducted a joint observation with the Early Years Professional.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children.

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Information about the setting

The Quays Day Nursery was registered in 2008. The setting is privately owned and is one of four day care settings. It operates from a purpose built building in the Grappenhall area of Warrington. Children are cared for within four age appropriate rooms. There is a fully enclosed area for outside play area available. There are currently 80 children who are hin the early years age range. The nursery supports children who have English as an additional language. The provision is based on two floors and is registered by Ofsted on the Early Years Register. The nursery opens five days a week all year around, except for the period in between Christmas and New Year. Hours of opening are from 7.30 am to 6pm. Children are able to attend for a variety of sessions. The setting employs 19 members of staff, including the manager. Of these, 18 hold appropriate early years qualifications at level 3, one member of staff holds Early Years Professional Status. There

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Information about the setting

is a cook on the premises. The nursery receives support from Warrington Sure Start.

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To further improve the quality of the early years provision the provider should:

 enhance the already good professional supervision of staff, with a more sharply focussed evaluation of the impact of staff's practice, to help them to become exemplary practitioners, delivering the highest quality of teaching for children

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To further improve the quality of the early years provision the provider should:

 provide children with more opportunities to learn about the world and celebrate difference in their play and learning.

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who attend

Children are happy, confident and enjoy their time in this welcoming and friendly nursery. All staff have a good understanding of the Early Years Foundation Stage and use this to assess and plan for children's learning. Staff gather a good amount of information from parents as soon as the child starts at the setting that contribute towards their starting points. This means that staff are accurately able to show how children are making good progress in their learning and development, in relation to their starting points. Staff complete a learning and development summary regularly, which details children's achievements and next steps in their learning. This information is always shared with parents so that they are kept updated on their child's progress. The learning and development summary gives the key person a good overview of where children are at in their development.

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who attend

Staff plan and provide interesting experiences and activities that challenge children to make good progress and prepare them for school. They build on the current interests of the children. Consequently, children are active, confident learners carrying out their own ideas with enthusiasm. For example, a small group of children build a sleigh outdoors with practitioners as they are very excited for the imminent arrival of Father Christmas. The children are shown what a sleigh can look like but are given a selection of open-ended resources so that they can design and build their own sleigh. Practitioners are aware that children are interested in wrapping things up at the moment with paper and sticky tape, so the activity has been enhanced further to allow children to wrap on a large scale outdoors. This supports children's hand-eye coordination and helps them to make connections in their learning.

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who attend

Children carry out a number of creative activities throughout the day, which are monitored closely by staff who are there to further enhance their learning. Communication is of high priority with all ages as staff use very good questioning techniques to encourage children's understanding. A strong emphasis is placed on problem solving and talking through what children are doing, through the use of open-ended questions. Children with English as an additional language are well-supported and staff work closely with parents to ensure that they make good progress. Chatterboxes have been recently introduced within the setting. Parents are given a chatterbox for their child which they fill with some of their child's favourite items. The box is returned to the nursery so that the key person can play and talk to the child about the items in the box. This involves the parents in the child's learning and helps children to make connections in their learning. It also ensures that each child

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who attend

feels valued, which results in them feeling safe and secure.

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who attend

The quality of teaching is good because staff have high expectations of what children can achieve and build on what they can already do. However, with a sharper focus on the impact of staff practice, there is scope for the management team to support staff to become exemplary practitioners. The management team have recognised the importance of continual reflection on practice and have recently invested in the Early Years Professional becoming supernumerary within the setting. This means that she will be able to work closely with individuals and room teams to build upon their already good practice, skills and knowledge.

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The contribution of the early years provision to the well-being of children

All children, including, babies are very well-settled and are happy when they are left at nursery. The settling-in process for children is responsive to the individual needs of the child and their family. This means that children's care routines are adhered to and that changing needs are consistently met. All staff display a good understanding and sensitivity towards making sure children feel secure and valued. Children are well-supervised at all times. The key person system is firmly embedded within the setting and is used effectively to increase children's feelings of safety. As a result, children settle quickly into the setting. Staff work closely with parents and carers if other specialists become involved in the care of their child. This results in, the sharing of information which effectively supports children's emotional development. Staff are deployed well in the nursery to promote children's safety and enjoyment. The

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The contribution of the early years provision to the well-being of children

environment has an abundance of age-appropriate toys, games and resources, which are easily accessible to children to promote their learning. Staff act as positive role models for children, guiding them sensitively when reminding them about right from wrong or talking to children about playing together and sharing toys. This means that children are forming caring bonds and secure emotional attachments.

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The contribution of the early years provision to the well-being of children

Children are taught about healthy eating as they enjoy balanced and nutritious meals that are freshly prepared each day on site by the nursery cook. Fresh drinking water is accessible for the children at all times. The children are encouraged to help set the tables with the staff and all children independently serve themselves a drink of water before their meal arrives. The meals are decanted into plastic serving bowls and the children are encouraged to serve themselves. There is a member of staff placed at each table with the children so that they can be there for the children as they enjoy their lunch. Children serve most of the meal with some adult support where appropriate. They talk about their experiences. For example, a child says 'mummy mashes potatoes with the masher' as the child serves mashed potatoes onto their plate. The member of staff responds and tells the child that she had seen the nursery cook using the masher today too. Risk assessments

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The contribution of the early years provision to the well-being of children

are thorough and detailed to ensure that children are cared for in a safe environment. Adults teach children the importance of washing their hands before eating. This means that they become increasingly independent as they get older. Children enjoy daily opportunities to explore the outdoor area in all weathers. They have waterproof weather suits and wellington boots so that they can go and splash in the puddles when it is raining or squish about in the mud.

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The contribution of the early years provision to the well-being of children

Children are very well-prepared for new challenges they might experience, in particular when they start school. The manager has worked hard to build links with the local school. A teaching assistant from the local school visits the children every half term to spend time with them. She plans a range of activities to support their school readiness. She has become a very popular and valued visitor with the older children. This helps prepare children for their eventual move on to school.

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provision

The children benefit from a setting which has a strong management structure. Robust recruitment procedures and induction processes ensure staff suitability is established when they are employed. This is further enhanced by requesting staff complete an annual self- declaration form to confirm their continued suitability to work with children. Children are kept safe through the implementation of clear policies and procedures which ensure staff can identify child protection concerns and take appropriate action to protect children. The building and grounds are secure, which ensures that children cannot leave unaccompanied and a thumbprint access system further helps staff manage the secure entry of parents. Staff have a clear understanding of risks and the environment is regularly risk assessed to ensure that potential hazards can be made safe or are removed.

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provision

The self-evaluation system in place is efficient and continuous. Continuous professional development is encouraged at the setting and staff have access to a wide range of in- house and external training opportunities to enhance their knowledge and skills. This means that gaps in learning are closing. Innovative online training has recently been introduced in the form of a 'webinar'. This means that the trainer can link up online with staff accessing training and deliver training to staff wherever they may be. The stable staff team enjoy their work and are very supportive of each other. One member of staff comments that she feels like she has a second family with her colleagues as they have bonded and grown close over the many years they have worked together. The management team monitor staff and have regular supervision meetings to enable them to address any issues that arise. The manager has successfully addressed the

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provision

recommendations from the previous inspection. As a result, she demonstrates a clear drive for improvement and the ability to inspire change.

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provision

Partnership with parents and carers are very strong. Parents state that they are extremely happy with the setting and describe the manager and key persons as very approachable and supportive, always prepared to go that extra mile. Parents praise the key persons for the informative conversations that take place each day. It is clear from the comments parents make that the children benefit from a range of enjoyable experiences, which promotes their good progress and development. Parents are provided with a wide range of information sources as they can access the nursery's website, blog and secure social media pages and they receive regular newsletters and emails to keep them updated.

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provision

The staff have effective links with external professionals, such as speech and language therapists and the local early years advisors. This enables staff to seek support and guidance should they have any children with special educational needs and/or disabilities. Therefore, staff are able to put into place effective measures to enable all children to make consistently strong progress in relation to their starting points.

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY373834 Local authority Warrington Inspection number 878680

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 68 Number of children on roll 80 Name of provider Julie Lightley Date of previous inspection 17/11/2008 Telephone number 07906 000852

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Type of provision

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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