Bumbles Maghull

Bumbles Nursery 31 Northway, Maghull, LIVERPOOL, Merseyside, L31 7BG

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Inspection date

Previous inspection date 07/01/2014 17/07/2013

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early years provision

This inspection: 2 Previous inspection: 2 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

 Parents speak very favourably about the care and education their children receive. They are kept well-informed about the good progress they are making, which helps them to extend their children's learning at home.  Children form good attachments to their key person and feel secure in the environment and so they are keen to explore, knowing staff are close by to give support. Children behave very well.  Children are protected from harm because staff understand the safeguarding policies and procedures and robust recruitment, vetting and induction ensures staff are suitable for the role.

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It is not yet outstanding because

 There are few resources to promote children's understanding of diversity.  There is scope to extend the coaching of new staff so they fully understand how to evaluate each child's progress and plan for their learning so that children's achievements can be taken to the next level.

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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 held a meeting with the provider and manager and conducted a joint observation of staff practice with the manager.

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Inspection activities

 The inspector took into account the views of parents and carers spoken to during the inspection and read their comments in children's learning records.

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Inspection activities

 The inspector observed activities and care practices in the playrooms and within the outside play area. She spoke with staff and children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at relevant documentation, including planning, observations and assessment records and children's enrolment forms. She also looked at a range of policies and procedures, including information used to assess the suitability of staff.

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Information about the setting

Bumbles Nursery was registered in 2004 and is on the Early Years Register. It is situated in a two storey detached property in Maghull, Liverpool and is one of two owned by a private individual and is part of Kid Zone Limited. The nursery serves the local and wider community and is accessible to all children. It operates from three playrooms and there is an enclosed garden area available for outdoor play.

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Information about the setting

The nursery employs 17 members of childcare staff. Of these, 11 hold appropriate early years qualifications ranging from level 3 to level 6. One member of staff holds Early Years Professional Status. The nursery opens Monday to Friday, 51 weeks of the year. Hours of opening are from 8am until 6pm. Children attend for a variety of sessions. There are currently 64 children attending, all of whom are in the early years age group. The nursery provides funded early education for two-, three- and four-year-old children. It supports children with special educational needs and/or disabilities.

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

 extend the existing supervision of new staff by coaching them, so that they understand how to more effectively assess children's learning, so that planning for each child's unique next steps ensures they continue to make good progress in all seven areas of the curriculum

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

 display more positive images and enhance the resources available to promote children's understanding of diversity, so children can learn more about the similarities and differences between people in the wider world.

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who attend

Children enjoy attending this welcoming nursery were they benefit from plenty of child- initiated activities that capture their interests. Resources and activities provided support most of the areas of learning. Staff support children's learning through child initiated play and teach them during planned routine times, such as lunch time, circle time and phonics sessions. For example, toddlers count out how many aprons are needed at lunch time and pre-school children play group number games after snack. Consequently, children are making steady progress in most areas of learning. Over the last few months there have been a significant number of staff changes in the nursery. Newer staff are still getting to grips with evaluating the observations of individual children's learning and planning unique next steps. However, they are being supported by more experienced staff, which minimises the impact on children's learning.

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who attend

Children enjoy exploring the sensory resources that are freely available, such as water, sand, paint and shaving foam and so experience the differences between them. Toddlers enjoy squeezing butter and flour together to make biscuits, while staff introduce words such as 'butter', 'flour', 'sticky', 'roll' and 'press'. They teach children to recognise shapes when they ask them, 'which one is the star shaped cutter?' Staff model counting, saying 'shall we make one biscuit each or two?' Consequently, children are active learners who become thoroughly involved in planned activities. Staff use spontaneous opportunities to teach children about the wider world. For example, a worm is found in the soil and staff show it to the children, explaining how to be careful and look after it. Planned activities, such as, visits from the local police or to the nearby post office also help children learn about their community. However, other aspects of understanding the world are executed

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who attend

less effectively. For example, the lack of positive images displayed and few resources to promote diversity means that children are not being taught about the similarities and differences people have in the wider world. During routine times, children develop skills that will be required at school, such as, lining up to come in from playing outside and listening to instructions to ensure they are kept safe. Daily phonics sessions ensure that pre-school children are becoming adept at recognising the letters in their name. Weekly Spanish activities help them to learn to listen and say simple words in a new language. Consequently, children are being well-prepared for the transition to reception class, when the time comes.

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who attend

Staff have friendly relationships with parents. Parents comment favourably about the daily feedback they receive and welcome the opportunity to read their child's learning records every two months. They attend annual parent's evenings and write about the exciting time their children have spent with 'Buzz' the pet gerbil, when they take him home for the weekend. As a result, the exchange of information between parents and staff ensures parents are able to continue their child's learning at home. Children who have special educational needs and/or disabilities are soundly supported. Staff implement play plans, developed for individual children and, as a result, they make good progress in their learning.

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

Children form good attachments to their key person and feel secure in the environment and so they are keen to explore, knowing staff are close by to give support. Staff find opportunities to give children one-to-one attention during the busy nursery day and plan activities for small groups. As a result, children's emotional needs are well-met. Very effective measures have been implemented to teach children to share, cooperate and take turns. A visual support programme teaches them about 'kind hands', 'good listening' and being kind to their friends. Children are encouraged to identify how they are feeling and positive messages are reinforced throughout the day. As a result, children are very well- behaved. Transitions between different rooms are well-planned to effectively support children's attachment to their new key person. The environment is bright and attractive, with the vast majority of resources stored at

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

low-levels, so that even young babies can independently select the toys they want to play with. Playrooms are partitioned to create different areas and children can find a quiet corner to play or rest away from a larger group. The building layout does not allow for most children to move freely between the playrooms and the gardens. However, staff take groups of children outside and so they enjoy fresh air and physical activity throughout the day. Children enjoy the outdoors because of the wide range of activities available to them. They can choose to play in the natural bamboo tunnel, pump the big water pump or dig in the large sand pit. They balance on crates and attempt to climb the slide steps, with the support and encouragement of staff. This means they take managed risks, which helps them to learn to persist with challenging tasks. Children are encouraged to become independent at every age. Babies try to feed themselves at mealtimes, toddlers help set

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

the table for lunch and pre-school children use the bathroom independently. Consequently, children are active and animated learners, who are developing skills that will help them make the transition to school at the appropriate time.

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

Flexible settling-in sessions are adapted to meet individual children's needs. Parents are asked to fill in 'all about me' sheets for their children, which details their likes and dislikes and any specific needs they may have. This helps staff to provide appropriate care. For example, children with specific dietary requirements have detailed care plans in place. Effective procedures are in place to ensure each child's care needs are managed appropriately. For example, nappy changes are recorded on a specific form and noted on each child's daily sheet, which parents take home. Children's health is further promoted because they are offered nutritious, well-balanced meals and snacks. They learn about healthy food choices through planting seasonal vegetables with the regular gardener and cooking activities. Children's good oral health is supported as the nursery participates in a tooth brushing scheme.

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provision

There have been a significant number of staff changes over the last few months. A number of new staff have been employed and some are still waiting for the appropriate recruitment checks to be completed before they can take up their post. New staff have undergone a thorough recruitment and induction process, which includes health and safety procedures, safeguarding policies and procedures and the completion of supervisor checklists. These cover the typical range of tasks that staff do as part of their every day work. For example, this includes changing nappies, recording medication and accidents and completing health and safety checks, such as risk assessments. Staff spoken to during the inspection have a clear understanding of potential signs of abuse and the procedures to follow should they be concerned for a child's welfare. Consequently, children are kept safe from harm.

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provision

A new manager who previously held a different management role within the company is now in place and Ofsted have been informed of the change. She has been supported by the provider on a day to day basis during her induction process. However, as a result of the number of staff being inducted and closely monitored through supervision, there is scope to extend the coaching of new staff so they fully understand how to evaluate each child's progress and plan for their learning so that children's achievements across the seven areas of learning, can be taken to the next level. However, children are still being taught effectively through routines and child initiated play and the provider and new manager are aware of this and have begun a comprehensive training programme for all the staff, which they are calling 'back to basics'. Staff have very recently started the programme and have covered observing and evaluating children's learning. In addition, of

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provision

the newly recruited staff, a significant proportion have degree level qualifications, which ensures they have an in-depth knowledge of the early years field and so can contribute effectively to children's learning and development.

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provision

The management team are reflective and strive to improve all aspects of the nursery. They regularly ask parents for their views and share information though regular newsletters, social media, daily verbal feedback and review sheets. As a result, parents are very happy with the care and education their children receive. One parent comments 'my child loves the pre-school room, my child runs in, they are very good at keeping me informed, I read my childs learning record just before Christmas.' Another states 'i moved my child from another nursery, my child just loves it, they are so friendly'. The management team seek the support of specific agencies to help provide targeted support for individual children and they are making good progress, taking account of their starting points. The nursery has good relationships with local primary schools and other settings in the group and this, alongside regular training from the local authority, helps the staff to

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provision

share good practice. Teachers from local schools are invited to come to the nursery to meet pre-school children prior to leaving to start school. Staff help children become familiar with school life and support individual children by going with them to visit their new school. As a result, children are well-prepared to make the transition to reception class.

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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 EY280250 Local authority Sefton Inspection number 945588

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 50 Number of children on roll 64 Name of provider Angela Mary Makinson Date of previous inspection 17/07/2013 Telephone number 0151 287 3944

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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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