The Early Years Academy Loughborough

Babblebrooke Day Nursery 7 Limehurst Avenue, LOUGHBOROUGH, LE11 1PE

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Inspection date

Previous inspection date 21/02/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 because staff have good teaching skills and complete individualised planning, which follows each child's interests and developmental needs.  The manager is highly committed within her role ensuring the nursery goes from strength to strength and works closely with all staff to ensure this.  Children are happy, well behaved and relate well to the manager and her staff team. This is because their individual needs are effectively met through good partnership working with parents, which results in clear information being continually exchanged.  Children are constantly supervised by the well deployed staff team. They implement effective health and hygiene routines and have a good awareness of how to safeguard children. This helps to keep children healthy and safe.

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It is not yet outstanding because

 There is scope to improve opportunities for children to investigate, explore and actively learn through sensory play activities, such as exploring capacity through sand and water play.  Opportunities for children to experiment further and extend their experiences of writing for a purpose are not fully enhanced within imaginative role play areas.

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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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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the playrooms and outdoor areas.  The inspector completed a joint observation with the manager.

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Inspection activities

 The inspector spoke to the manager and staff at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of staff working within the setting, and a range of other documentation.

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Inspection activities

 The inspector also took account of the views of parents spoken to on the day of inspection.

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Information about the setting

Babblebrooke Day Nursery was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is privately owned and situated in a purpose built premises in Loughborough, Leicestershire. The nursery serves the local area and is accessible to all children. It operates from three rooms and there is a fully enclosed area available for outdoor play.

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Information about the setting

The nursery employs eight members of childcare staff. Of these, two hold appropriate early years qualifications at level 5, five at level 3 and one is unqualified. The nursery opens Monday to Friday all year round from 7.30am until 6.30pm. There are currently 36 children in the early years age range on roll. Children attend for a variety of sessions. The setting supports children with special educational needs and/or disabilities and children who have English as an additional language.

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

 increase the range of sensory play resources accessible to children to create further opportunities for them to explore, investigate and actively learn

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

 explore ways in which to enhance and promote experiences of writing for a purpose, for example, through providing writing materials within imaginative role play areas.

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who attend

Children make good progress in their learning and development from their unique starting points. Staff spend time gathering information from parents and then completing their own observations on children to assess their initial abilities on which they then continue to build. Individualised daily planning systems completed by each child's key person, results in activities being matched to children's interests and developmental needs. Children are settled and feel secure in the setting, therefore, they enjoy attending and are motivated and enthusiastic to engage in the activities and experiences provided. Communication and language are encouraged with all the children and they receive lots of praise and encouragement from the experienced staff. This builds on children's confidence and self- esteem. Children who have English as an additional language are well-supported as staff work closely with parents to ensure they settle well and form firm trusting relationships.

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who attend

Frequently used words are displayed in each child's home language and staff use these to support children throughout the day. Staff take the time to learn key words from each child's home language ensuring pronunciation is correct.

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who attend

The key person system is very effective in establishing positive partnerships with parents to support children's all round development. Parents contribute to the initial assessment of their children's starting points on entry and share information on their child's individual needs, likes and dislikes. Staff share this information with each other effectively and due to this, know all the children well. This ensures every child makes good progress and their individual needs are effectively and consistently met by all staff. The setting effectively supports children who have special educational needs and/or disabilities and works with parents and other professionals to write reports analysing children's age and stage of development. They create action plans and achievable targets for children to ensure children make the best possible progress. Opportunities for outdoor play are very good as children have free flow access to the well-appointed outdoor area for the majority of each

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who attend

session. They run and climb using a range of equipment to support this. Children enjoy digging and being creative as they use the outdoor garden area to dig with construction vehicles. Others concentrate as they write on the outdoor easel or share stories with staff. Balls are rolled down drain pipes and children enjoy using the slide, under the watchful eye of staff.

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who attend

The manager and staff have a secure understanding of the Early Years Foundation Stage and they use effective teaching techniques. There are planning systems in place to ensure children have experiences across all areas of learning as well as being able to initiate their own ideas in their play. Staff have good systems in place to assess children's learning and development and use supporting documents to identify and appropriately plan for the next steps in their learning. Children have access to a wide range of books. They enjoy sharing books and listen to stories both in group sessions and individually with staff in the comfortable and inviting book area. This enhances their understanding of early literacy skills and the importance of caring for books. Children sit well and enjoy adult-led singing activities. Children sing and learn about counting and number as they sing well-known rhymes and songs alongside dedicated staff. Such group activities help them learn skills

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who attend

for their move to school or the next step in their learning. Children are able to freely choose resources to make marks from a variety of tools that are available in a designated area. However, opportunities for older children to experiment and further develop early writing skills are not fully enhanced within role play areas. This means children do not get the chance to make lists and practise early writing as frequently as they could or in a purposeful manner. Children are encouraged to choose their own activities and to move around freely within all three rooms exploring their own interests in learning. They are confident to look on the low-level units to choose the items they want to use within their play. Staff sit with the children during their activities and they understand how to ask them questions that contribute to their ongoing interests. For example, children enjoy creative activities using shredded paper to paint with exploring how colours can be mixed

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who attend

together. Other children are creative as they use tissue paper and glue to explore the texture and variety of effects they can create through scrunching the paper. However, opportunities for children to explore and investigate concepts through sensory play are not fully developed. For example, children are not able to use sand and water play to investigate concepts of size and capacity. Staff allow children to explore with the resources on offer and praise children effectively.

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

Comprehensive information obtained from parents when children first start, provides staff with key information on each child's individual needs and abilities. The child's key person then uses this information to help children to settle and to ensure each child is valued, in line with their backgrounds and beliefs. This results in them feeling happy, safe and secure and showing close emotional attachments to their key person and the wider staff team. Children's behaviour is good because staff act as positive role models. They offer children continuous praise and encouragement, promoting their self-esteem. Children use good manners and show respect as they listen and respond well to staff. The free flow environment enabling all ages to play together promotes the development of children's social skills as they interact and play cooperatively with their peers.

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

Children's well-being is maintained as they are cared for in a safe, clean provision, where their awareness of health and safety is actively promoted. They also benefit from eating healthy meals and snacks, with drinks regularly provided and made accessible to enable them to decide when they want a drink. This provides children with opportunities to learn to recognise their own needs and to take action to meet them. Children sit at the table in small groups when eating snacks and meals as this provides each child with good opportunities to develop their social skills and good manners. Children develop effective hand washing practices from a young age as staff encourage independent hand washing after using the toilet and before eating. Children's physical skills are promoted during outside play, where they enjoy being active. Their awareness of safety is effectively promoted during play with sensitive reminders about using the slide safely. Well-

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

implemented policies and procedures, such as fire evacuation procedures also contribute to children's good health. Information is shared and displayed regarding the care of children when ill and in managing cross-infection at the nursery. Children are cared for appropriately following any accidents and staff deal sensitively with any injuries they have. Records are kept of any accidents, as are records of medicines given and these are shared with parents.

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

Good partnership working promotes the inclusion of all children. For example, staff sensitively discuss individual family celebrations and cultural beliefs to ensure that all children and their families feel included and supported. Links with local schools are well developed and the nursery manager attends local cluster meetings and invites teachers to visit the children at the setting. A clear summary progress report is sent to the child's next provider providing them with information on the child's starting points. This helps children to make a smooth transition when they move up to school.

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provision

The manager has a very good understanding of her roles and responsibilities regarding the safeguarding and learning and development of children. All staff have a good understanding of steps to take and who to contact should they have a safeguarding concern. Staff are vetted and comprehensive induction procedures are in place to ensure their suitability. Staff access training where possible to ensure their continued professional development and knowledge. As part of the induction process all newly appointed staff are made aware of the policies and procedures within the setting. Staff are then questioned to ensure their understanding is thorough. The setting implements robust risk assessments, which ensures a child-friendly and safe environment for children to play in and explore with confidence. Staff assess all areas on a daily basis and remain constantly vigilant to potential hazards. In addition, the close working partnerships between staff ensures the

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provision

level of supervision is consistently high.

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provision

Planning for children's needs is clear and effectively linked to their next steps in learning and shared between all staff. This ensures that as the children free flow in their play through the different rooms all staff are clear about children's next steps. The educational programme is also monitored well to ensure children make good progress in their learning. Practice within the setting is monitored well by the manager and regular supervision meetings are held to ensure information is shared. Staff work closely together to support the manager in identifying the strengths of the setting and areas for future improvements. The manager has prepared a detailed self-evaluation document, which shows the setting's strengths and highlights areas in which they plan to adapt, develop or change. Many changes have been implemented as the manager is a reflective practitioner and these changes have had a tremendous impact on the setting as a whole. The manager

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provision

knowledgably leads the staff team as she has a clear philosophy about how children learn. For example, the whole indoor play area has been arranged to ensure every area is fully accessible to all children. This enables them to have freedom of choice and helps to fully meet their own learning requirements and interests.

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provision

Parent comments are valued and their ideas are greatly valued and used to further enhance the setting. Children are listened to and the manager ensures children's interests and suggestions are embedded throughout the setting. Very good partnerships with local schools are established and the setting welcomes help and support from a number of other agencies, as required. Children with additional learning needs are well-cared for and staff work closely with all involved to produce individual education plans to ensure all children are included fully into the setting and make good progress. Partnerships with parents are strong and they are encouraged to fully contribute to meeting their children's needs. Parents' evenings are held and parents are encouraged to access and comment on their child's learning file frequently. Staff email parents photographs and observations to ensure communication is effective. Parents speak of the high quality of the setting and

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provision

how the staff are wonderful, kind and caring. Others discuss how well their child has settled and how individual needs are effectively met.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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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 EY466142 Local authority Leicestershire Inspection number 932627 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 30 Number of children on roll 36 Name of provider Babblebrooke Limited Date of previous inspection not applicable Telephone number 07900505047

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Setting details

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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