Hummingbirds Nursery

Hummingbirds Nursery Hummingbirds, 1 Back Lane, Sowerby, THIRSK, North Yorkshire, YO7 1NQ

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Inspection date

Previous inspection date 06/05/2014 26/09/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Staff swiftly identify children who may require additional support as they are knowledgeable about special educational needs. They work well with parents, and as a team, to sensitively manage this process to ensure these children are appropriately supported and included.  Staff support children to develop their social skills and consequently they are settled, play well together and have formed friendships. They interact well with staff and clearly enjoy their company. They demonstrate confidence and are developing their independence.

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It is not yet good because

 Appropriate arrangements are not in place and embedded for the supervision and performance monitoring of staff. In addition, the roles and responsibilities of the managers are not clear and appropriately delegated. As a result the staff are not being sufficiently supported to improve the quality of teaching.  The quality of teaching is variable. Not all children have their individual needs, interests and stage of development fully identified. Challenging and motivating learning experiences are not always planned. As a result children are not supported to make the best possible progress.  Resources are not used well enough to provide consistently good quality learning experiences for all children that motivate and encourage them to lead and direct their own 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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Information about this inspection

The provision is also registered on the compulsory part 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 one play room and the outdoor area.  The inspector conducted a joint observation with one of the managers.  The inspector held meetings with the provider and managers of the provision.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children and the managers self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and from information included in the setting's own parent survey and online reviews.

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Information about the setting

Hummingbirds Day Nursery was registered in 2011 and is on the Early Years Register and the compulsory part of the Childcare Register. It operates from a single storey converted building in the Sowerby area of Thirsk. Children have access to a fully enclosed area for outdoor play.

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Information about the setting

The nursery is open each weekday from 7.30am to 6pm, all year round, except bank holidays and Christmas. Children are cared for together in one main room and there is small side room for babies and sleeping children. The setting supports a number of children with special educational needs and/or disabilities and children with English as an additional language. The setting provides funded early education for two, three-and four- year-olds. The nursery employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3, including one with Early Years Professional Status.

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must:

 Improve leadership and management to ensure appropriate arrangements are in place and embedded for the effective supervision and performance monitoring of staff to secure high quality teaching and learning.

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

 improve teaching overall to ensure it is consistently good or better by ensuring all children’s individual learning needs, interests and stages of development are clearly identified and planned for, enabling all children to make progress and be well- prepared for starting school.

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

 Improve the provision and make better use of resources to provide consistently good quality learning experiences for all children that motivate and engage them and encourage their independence to lead and direct their own learning.

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who attend

Staff do not consistently demonstrate effective teaching. Children with starting points below those of others of a similar age are catching up and most children are working within the expected levels for their age. However, it is unclear from assessment records how staff have supported children to make progress. At times teaching lacks enthusiasm and staff do not routinely use effective questioning and provide challenge to support and extend children’s learning. Staff do not always fully consider the individual needs and abilities of children when being cared for in a mixed aged group. The limited adult-led activities that are provided do not identify clear learning objectives for the children or provide sufficient differentiation. As a result, older children are not sufficiently challenged and younger children become disengaged or are unable to fully take part.

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who attend

Staff do not ensure that children have independent access to a good range of resources to readily pursue their interests and fully promote their learning and development in all areas. This particularly hinders the older children to fully develop the skills they need to be ready for school. Staff teach children to take care of their personal needs independently. However, staff do not take every opportunity to promote children’s independence. For example, by providing the tools to help more able children prepare their own snacks and enable them to select their own resources.

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who attend

A significant strength of the nursery is the identification of, and support for, any children with special educational needs and/or disabilities. Staff are well trained and supported by the knowledgeable special educational needs co-ordinator. This ensures effective partnership working with parents and other professionals to support the children to make the best possible progress. Children who speak English an additional languages are also supported well through strong partnership working with parents.

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

Access to the small outdoor play area is unnecessarily limited to short periods of time during the day. Therefore, it is not fully utilised to provide children with appropriately challenging outdoor learning opportunities across all areas of learning. However, children do benefit from the staff taking them out into the fresh air on regular walks in the village which children enjoy.

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

Staff support children's social and emotional development generally well. The key person system ensures children settle into playgroup and, as several parents confirmed, children are eager to attend. This also supports their preparation for future moves to other settings, such as school. Children demonstrate positive behaviour and play well together. They behave in ways that support their safety and staff are vigilant to support children's well-being. As a result, children are confident to explore their surroundings and take safe risks.

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

Mealtimes are relaxed social occasions where children sit together at a table and enjoy the company of their peers. They are polite and older children are able to manage their personal care needs. Children have developed strong emotional attachments to the staff. They talk confidently to staff and interact with them and are happy and settled. Younger children enjoy cuddles whilst having stories and older children enjoy the one-to-one attention they receive from staff during their play.

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provision

Overall, leaders and managers have an adequate understanding of their responsibilities in meeting the learning and development requirements. However, there are some weaknesses in the procedures for monitoring the delivery of the educational programmes. The roles and responsibilities of each of the leaders are not clearly defined and understood. As a result, leaders do not sufficiently monitor the quality of teaching to enable them to fully identify and address any weaknesses. Consequently, the quality of teaching is variable and not enough is good. Assessments are not always completed with accurate starting points and clear next steps, resulting in inconsistent planning for children's learning and development.

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provision

Staff have access to a good range of training to improve their practice and provision. They are fully supported to develop their qualifications to increase their knowledge and gain promotion to roles with increased responsibilities. However, leaders have only recently put in place a system to carry out supervisions and appraisals with staff and not all staff have benefitted from these to date. Staff reflect on their practice and provision and provide professional support and advice to one another at team meetings. However, self- evaluation is not sufficiently thorough to fully identify strengths and weaknesses in practice and provision. This means appropriately challenging targets are not clearly identified to bring about the improvements required to get to good. Recommendations at the previous inspection have been addressed and leaders and staff demonstrate a commitment to improvement.

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provision

Leaders and managers have a secure understanding of their responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. They take appropriate precautions to keep children safe. The views of parents and children are highly valued and leaders take time to gather their feedback and use this to shape their future provision. Parents speak highly of the nursery and value the positive relationships with staff.

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provision

Staff demonstrate a good understanding of child protection and safeguarding policies and procedures are in place and followed to promote children's safety and well-being.

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The Childcare Register

The requirements for the compulsory 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 EY428666 Local authority North Yorkshire Inspection number 972417 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 4 Total number of places 18 Number of children on roll 25 Name of provider Yvonne Hilary Cartman Date of previous inspection 26/09/2011 Telephone number 01845 525172

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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

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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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