Helen Howes Private Day Nursery

Helen Howes Private Day Nursery 559-565 Bradford Road, Birkenshaw, Bradford, West Yorkshire, BD11 2AQ

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Inspection date

Previous inspection date 27 February 2015 28 May 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Children benefit from an effective key-person system, which helps them feel settled, safe and secure. As a result, they are forming good attachments with staff who know them well.  Staff have a good understanding of the learning and development requirements. They provide a broad range of well-planned activities for children, which supports them to make good progress in their learning.  Partnerships with parents are strong. Staff involve parents in their children's learning and share information regarding children's development regularly. This enables staff and parents to promote children's learning and development together.  Staff implement effective safety procedures and help children to understand how to keep themselves safe and healthy. There are effective risk assessments to minimise risks to children, while promoting their development.  The management team have a clear passion and drive for the ongoing development of

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This provision is good

the nursery by effectively identifying areas for improvement. They ensure staff update their skills and knowledge through regular training to promote good learning outcomes for children.

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It is not yet outstanding because:

 Staff do not always organise group times effectively to maximise children's learning.  Staff sometimes do not always give children sufficient time to respond to questions to develop their thinking skills.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 improve the organisation of group times, for example, by having smaller group sizes, so that all children benefit from rich opportunities to join in the learning experiences  strengthen staff's teaching strategies, such as their questioning skills, for example, by ensuring that all children are always given enough time to think and respond with their answers.

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Inspection activities

 The inspector observed activities in all playrooms and the outdoor learning environment.  The inspector conducted a joint observation with the assistant manager.  The inspector spoke with the owner, assistant manager, children and staff at appropriate times throughout the inspection.  The inspector checked evidence of staff's suitability, training certificates, policies and procedures, risk assessments, and the settings self-evaluation.  The inspector looked at children's assessment records and planning documentation.  The inspector took account of the views of parents and carers spoken to on the day. She also took account of information included in the nursery's parent testimonials.

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who attend. This is good

Children make good progress in this friendly and welcoming nursery. Staff support younger children's communication skills well. They are always on the same level as children and they repeat and pronounce words clearly. However, some staff are not always consistent in their questioning skills when working with the older children. Sometimes, children are not always given sufficient time to respond to questions, enabling them to formulate their answers and think critically. Children in the pre-school room benefit from challenging activities to maximise their learning experiences. For example, they use mathematical language while programming technology toys. However, group times are not always well organised. The group sizes are sometimes too big and the sessions overlong, so children lose interest. Children in the two- to three-year-old room enjoy experimenting and making marks with sticks in porridge oats. They explore the

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who attend. This is good

texture and discuss what they are doing. Babies and toddlers enjoy a range of sensory activities, choosing to splash in the water, use their hands or brushes to paint pictures and make sandcastles in the sand tray. Observation and assessments of children's progress are accurate and clearly identify children's individual next steps in their learning and development. Planning is, therefore, focussed on children's interests and individual learning needs. As a result, children are well prepared for the next stage in their learning.

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good

Children's physical development is supported well. They have daily access to the outdoor environment. Children enjoy climbing on the equipment, balancing on crates and having races on the bikes and cars. Hygiene routines are embedded into everyday practice. Children know to wash their hands to get rid of germs, and they happily brush their teeth after lunch. Mealtimes are sociable occasions and everyday tasks reflect those children will experience in school, and support their growing independence. For example, children work cooperatively together while each child self-selects and serves their own meal. Children behave well as staff share consistent expectations and are good role models themselves. Staff regularly praise children's efforts, which promotes their self-esteem and self- confidence.

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provision is good

The management team have a good understanding of their responsibilities to safeguard children. The suitability of staff is thoroughly checked to keep children well protected. Staff meet with leaders on a regular basis to review their practice, which contributes to the ongoing improvement of teaching and care. Monitoring systems are effective in identifying how well children are progressing in their learning. It also identifies what each member of staff needs to do to improve children's learning. There are effective partnerships with the local schools, and they work together to share vital information regarding children's learning and development. This ensures a consistent approach to children's care and education.

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Setting details

Unique reference number 311270 Local authority Kirklees Inspection number 868004

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 78 Number of children on roll 119 Name of provider Helen Elizabeth Howes Date of previous inspection 28 May 2009 Telephone number 01274 681643

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Type of provision

Helen Howes Private Day Nursery was registered in 1989. The nursery is privately owned. It employs 16 members of childcare staff. Of these, 14 hold appropriate early years qualifications at level 3 or above. The owner has a foundation degree in early years. The nursery opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Type of provision

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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Type of provision

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

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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.gov.uk/government/organisations/ofsted

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