Kirsty's Little Treasures

Kirsty's Little Treasures 4 Shenstone Close, Bromsgrove, B60 1PG

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Inspection date

Previous inspection date 18/07/2014 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 are making good progress in their learning and development. This is because staff provide interesting and challenging experiences and provide good quality teaching.  Children are safeguarded well due to robust recruitment and vetting procedures and staff's understanding of their roles and responsibilities in protecting the children in their care.  Children are settled and secure because they have formed strong attachments with their key person, who knows them well. This means that each child's needs are well met.  Management and staff demonstrate a strong commitment to improving the quality of care and teaching by reflecting on their practice and implementing action plans.  Partnerships with parents are strong. Parents and staff exchange highly useful information on a daily basis. This keeps parents well informed about their child's progress and enables them to share ideas for supporting children's learning at home.

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It is not yet outstanding because

 Performance management is good, however, it is not firmly embedded to clearly demonstrate how the good quality teaching is continually monitored and how the information gained is used to shape practitioners' future professional development.  Children do not have sufficient opportunities to enhance their recognition of letters, words, numbers and shapes because the nursery has yet to embrace the use of displays in all rooms.

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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 looked at children's learning records, planning, assessment and other required documents.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children, the provider's self-evaluation form and improvement plan.  The inspector conducted a joint observation with the nursery manager.

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Inspection activities

 The inspector held ongoing discussions with staff and children. In addition, the inspector held a meeting with the nursery manager and a director of the company.

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Inspection activities

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

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Information about the setting

Kirsty's Little Treasures was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It operates from a building in Bromsgrove and is owned by LKT Childcare Limited. The nursery serves the local area and is accessible to all children. There is an enclosed area for outdoor play. The nursery employs nine members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3. The manager holds Early Year Professional status. The nursery opens all year round, except for bank holidays. It is open Monday to Friday from 7.30am until 6pm. There are currently 66 children on roll, all of whom are in the early years age group and attend for a variety of sessions. The nursery provides funded early education for two-, three- and four-year-old children. They receive support from the local authority.

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

 sharpen the focus of monitoring procedures to ensure that the good quality of teaching continues to be observed and the information gathered is used to shape staff's professional development in the future

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

 enhance opportunities for children to learn about letters, words, numbers and shapes by making these more visible, for example, using posters or displays.

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who attend

Children are happy and thoroughly enjoy the time they spend in this friendly and welcoming nursery. Staff have a good understanding of how children learn and provide effective support through positive interactions, to promote children's development in all areas of learning. Staff make good use of the information gathered from parents when children start at the nursery to plan interesting activities. This enables children to settle quickly and be actively involved in their learning from the start. For example, staff ensure that favourite resources and toys, such as the play dough are out ready for use. Parents are invited to a meeting to review their child's progress after a month. This enables staff to ensure that they are meeting the needs of the children successfully and to make sure they are making progress in their learning and development. Staff plan a broad and balanced range of experiences across the areas of learning. They make regular

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who attend

observations, assessing children's progress effectively to influence future planning for individual children. Staff invite parents to contribute to children's learning records with what they have achieved at home to support this further. In addition, parents suggest activities they would like their children to take part in at nursery, for example, learning words in Spanish. Staff complete the required progress check for children between the ages of two and three years and parents are asked to contribute to this. Display boards keep parents informed of daily activities and regular newsletters suggest ideas for parents to continue their child's learning at home. For example, singing rhymes or reading books. The parents' notice board exhibits all types of information, such as details about the Early Years Foundation Stage, policies and procedures relating to safeguarding and information about how children learn. All of this has a positive impact on children's learning, resulting

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who attend

in them making good progress in their learning and development and being well prepared for school.

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who attend

Babies and young children are cared for in age groups and in their own rooms by kind and caring staff, who offer them lots of cuddles and encouragement. These sincere responses by staff help babies and young children to feel secure and loved. Babies and young children also have access to a sleep room, which is well resourced, warm and welcoming. In addition, the youngest children have their own outdoor area. Consequently, they are able to play safely and sleep peacefully. All children are provided with a broad range of opportunities to play with developmentally appropriate toys and resources, which aid their learning and development. For example, very young children access a number of sensory items, which include exploratory bottles and various fabrics. They thoroughly enjoy crunching shiny paper and stacking different sized boxes. Children are fascinated as they lift and turn the sensory bottles and observe the objects floating up and down, along with

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who attend

listening to the noises that the rice makes as they shake the bottle. Children enjoy messy play and explore different textures when they 'squidge' custard and make marks in gloop. Younger children enjoy operating mechanical toys, giggling with delight as they turn knobs, lift flaps and push buttons to achieve effects, such as making sounds or movements. Their drive to stand and walk is promoted because there are many toys to aid this, for example, walkers and activity centres.

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who attend

Children's readiness for school is supported well. Staff encourage children to be independent to share and take turns. In addition, staff provide children with opportunities to engage in early reading and writing activities. Younger children enjoy making marks using chunky chalks and older children have one-to-one time with staff to practise pencil skills. Staff use this time to introduce mathematical language and ask questions, such as 'Is it a straight line or is it curved?' These interactions support children to think critically as well as promoting their communication skills, self-confidence and self-esteem; skills which are necessary for the next stage in their learning. Children have access to a good selection of books, which they handle correctly. They sit reading to themselves and confidently approach a member of staff to read to them. As result, they are developing an interest in books and stories. Children learn about shape, space and measure as they fill and empty

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who attend

different sized containers with sand and water. They express their creativity and learn about colours and shapes as they make pictures using real carrots rolled in orange paint. Children confidently announce 'We can't eat them now'. However, opportunities for children to further enhance their recognition of letters, words, numbers and shapes are not maximised. This is because the nursery has yet to embrace the use of displays or posters in all rooms. Children's language skills are developing well. This is because staff talk to the children throughout the day and model language. They encourage young children to repeat words as they play. For example, as they mould the play dough, staff use words, such as 'pat' and 'flat'. Older children use language to describe what they are doing. For example, children advise staff that they are clearing out the kitchen and competently empty all cupboards in the role-play area. Children listen well and follow

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who attend

instructions, as they are asked by staff to return all the items to the correct places in the role-play area.

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

Key aspects of children's well-being are good. Children benefit greatly from the warm and welcoming environment with friendly staff, who in the short time they have been operating, know their children and families well. Staff welcome children and babies warmly on arrival and spend time talking to the parents, seeking information about what they have been doing at home. Children are beginning to form strong attachments with their key person and they seek reassurance or enjoy a cuddle when they feel uncertain or tired. As a result, their emotional well-being is supported. Rooms are well organised and have a good range of quality toys and resources. These are generally accessible, encouraging children to make decisions for themselves. Staff are effective in offering children choice, so that they are involved in their learning. For example, staff ask children what they would like to do next and seek opinions of the babies and younger children by showing or

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

pointing to resources on offer, such as the sand. Younger children respond with a giggle or a smile or shake their head, declining the choice. Children settle quickly because the nursery has effective settling-in procedures. Parents are invited to stay and play, so that children become familiar with their surroundings and staff. When children move rooms, their transition is supported as their current key person attends taster sessions with them, offering support and reassurance and providing their new key person with useful information concerning the child. As a result, children soon settle and happily try out new experiences and investigate their play.

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

Children are well prepared for their move to school. This is because the nursery is developing effective partnerships with local schools, inviting reception teachers into nursery, so that they can see the children in their own environment and to discuss their individual needs with the child's key person. This means that teachers are fully informed of children's progress and stage of development, in order to support them in their next stage of learning. Children behave well as they are clear on expectations and boundaries. Rules are displayed in the nursery and children are reminded of them. For example, to have kind hands and feet, to share, take turns, to use kind words, walk inside and use indoor voices. Pre-school staff, in particular, support children well to resolve conflicts using language that children can easily understand. For example, staff provide clear explanations, stating that children must wait until others have finished before starting their own play with the

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

blocks. In the meantime, staff redirect children's play as they have good knowledge of children's interest to distract them. For example, suggesting that they do some cooking in the role-play area.

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

Children are beginning to learn about healthy lifestyles. They demonstrate a good understanding of the importance of washing their hands at appropriate times and have access to facilities where they can independently manage their toileting needs. The nursery provides children with healthy and nutritious snacks and meals, which meet their dietary requirements. An outside catering company provides these. Parents have access to the menu and staff keep them informed through the use of daily sheets of what their child has eaten. Staff talk to children about healthy foods at mealtimes reminding them to eat it all, so that they 'grow big and strong'. At tea time, children enjoy eating small fresh tomatoes. They make links to past learning as staff ask them to remember how they recently grew tomatoes. Children learn about the importance of exercise and fresh air because they play outdoors everyday in a reasonably well-resourced area where they can

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

run, jump and be physically active. Indoors, they have access to soft play where they enjoy climbing and jumping. Children are beginning to learn about their own safety because staff talk to them about dangers. For example, they are reminded not to run inside and to ride the trikes carefully when outside.

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provision

Children are safeguarded well. This is because staff have a good understanding of child protection and the procedures to follow if they have a concern about a child in their care. Most staff have attended local authority training and the manager embeds this further at regular staff meetings. The educational programmes are also discussed along with behaviour management. In addition, all staff are aware of their responsibility to report any concerns they have about a child or another member of staff. All policies are in place and the nursery has risk assessments, which are regularly reviewed and updated. There are rigorous recruitment and induction procedures to enable suitable staff to work directly with the children and safer recruitment principles are instigated. New staff attend regular supervision meetings with management and underperformance is identified and dealt with promptly. Parents are also given the opportunity to interview new staff, therefore, the

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provision

nursery are using parents' expertise and valuing their opinions.

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provision

The leadership and management of the nursery are strong. The manager and her team are passionate, highly qualified individuals, who are fully committed to reflective practice. They have a good understanding of the learning and development requirements. Play is planned around the children's interests and challenging next steps are provided for each child. As a result, children are beginning to make good progress in their learning. Although, the nursery has only been operating a short while, the manager has carried out supervisions on staff as well as some formal appraisals. Although, there are good performance management procedures in place, there is scope to enrich these further. For example, through the use of peer-on-peer observations to ensure that the already good quality teaching is continuously monitored and information gained is used to shape staff's professional development in the future. Both managers and staff are encouraged to

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provision

continue with their professional development. Two senior members of the team are soon to embark on level 5 management training to assist them in their leadership roles. The manager understands the need to monitor the educational programmes and has effective systems in place to do so. The manager works alongside her team on a daily basis with all staff contributing to the planning and children's learning records. Therefore, she is aware of what children and staff do and therefore, can monitor the quality of teaching along with the quality of learning. Clear action plans have been set, which show a true reflection of this nursery and the impact this has on children's progress. As a result, a strong capacity for improvement is shown and they continue to move forwards on their journey towards excellence.

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provision

Parental partnerships are very good. Staff spend time both at the beginning and end of each day, discussing their child's progress and care needs. Information boards keep parents informed about the activities their children take part in and as a result, they can continue their children's learning at home. Parents are also regularly invited to more formal meetings where they can discuss their children's progress and to review and add to their learning records. As a result, parents are fully included in their children's learning. The nursery understands the importance of sharing information with other providers and does so effectively by meeting with them to share information about the child. Consequently, the nursery offers a consistent and complementary approach to the children's learning. Parents' views are actively sought through the use of questionnaires. The nursery evaluates these and responds accordingly, implementing changes if

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provision

necessary. Parents' comments during the inspection show that they are extremely happy with the care and education offered to their children. They advise that staff are approachable, friendly and that the children love them. In addition, they comment on how safe they feel their children are, remarking on the closed circuit television system operated by the nursery. Overall, children are happy, settled and enjoy the time they spend at the nursery.

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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 EY470602 Local authority Worcestershire Inspection number 949373 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 61 Number of children on roll 66 Name of provider KLT Childcare Ltd Date of previous inspection not applicable Telephone number 07866935467

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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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