Abacus Nursery

Abacus Day Nursery Park Cottage, 162 High Street, Chasetown, Walsall, WS7 3XG

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Inspection date

Previous inspection date 23 March 2015 7 February 2011

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3

Previous inspection: Outstanding 1 How well the early years provision meets the needs of the range of children who attend Good 2

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3

The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The provider does not consistently record staff and children's hours of attendance accurately.  The manager does not provide opportunities for staff to share their expertise in specific areas of teaching, such as signing, with other members of the team.  Staff do not always use opportunities to further improve children's already good diet, for example, by increasing the provision of fruit and vegetables during snack times.

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It has the following strengths

 Teaching is good because staff provide stimulating resources and learning opportunities that encompass the seven areas of learning and offer children challenge. For example, children investigate shredded paper, make marks in shaving foam and participate in the shop role play with technology and writing resources.  Each key person provides warm and loving care and responds sensitively to children's communications. This helps children to form secure emotional attachments and promotes their sense of security and belonging.  There are good relationships with parents and strong links with other professionals, including those who support children with special educational needs and/or disabilities. This means there is a shared approach to children's care and learning so that they receive consistent support.  All staff are aware of and implement the effective up-to-date safeguarding policy that includes safe procedures for the use of mobile phones and cameras in the setting. As a

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 maintain an accurate daily record of staff and children's hours of attendance, to ensure the safe and efficient management of the nursery.

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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

 enhance children's already good diets, for example, by providing them with a portion of fruit and/or vegetables at snack time, so that their health and well-being are further promoted  consider ways of sharing the expertise some staff have with other members of the team, thereby promoting a more consistent approach across the nursery, particularly with regard to signing.

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What the setting needs to do to improve further

To meet the requirements of the Childcare Register the provider must:

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What the setting needs to do to improve further

 keep a daily record of the names of the children looked after on the premises, and their hours of attendance, and retain them for a period of two years (compulsory part of the Childcare Register)  keep a daily record of the names of the children looked after on the premises, and their hours of attendance, and retain them for a period of two years (voluntary part of the Childcare Register).

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Inspection activities

 The inspector observed activities in the ground-floor and first-floor playrooms and in the outside learning environment.  The inspector conducted a joint observation with the manager.  The inspector held meetings with the manager and one of the directors of the provision.  The inspector looked at children's assessment records and planning documentation.  The inspector checked evidence of suitability and qualifications of staff working with children, the provider's self-evaluation form and improvement plan.  The inspector took account of the views of parents and children spoken to on the day.

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who attend. This is good

The experienced and well-qualified staff regularly observe children and tailor the teaching to ensure all children make good progress in their learning and development. For example, the key person uses commentary to extend younger children's understanding as they explore pasta, rice and baked beans with their hands. She introduces new vocabulary to develop their communication skills. Children are supported to achieve new things as they try to open packets of food. Each child is praised for their attempts, which develops their self-confidence. The key person uses some questions that challenge children to think, such as 'What do we need to do to open the tin?' Children who speak English as an additional language are well supported. Staff learn basic key words in the child's home language, and use these to help children communicate and to develop their use of English. Overall, staff support children very well so that they develop the skills they need in readiness for

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who attend. This is good

starting school. Some staff are very confident in their use of signing with children, which promotes the use of actions to support the spoken word. However, not all children benefit from this approach because the manager has not explored ways of more experienced staff sharing their skills with others who are less confident in signing.

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requires improvement

Staffing arrangements meet the needs of all children and ensure their safety at all times. There are effective strategies in place for managing children's behaviour, including positive reinforcement, which promotes children's self-esteem. Meals provided for the children are balanced and nutritious. However, there is scope to increase the portions of fruit and/or vegetables children have at snack time, laying the foundations for their future health and well-being. Children enjoy a wide range of toys and equipment that promotes their physical development outdoors.

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provision requires improvement

The manager's degree in early years has given her a good understanding of the effective skills staff need to promote good outcomes for children. Consequently, those recruited have the relevant checks completed, and the skills and qualifications needed to work with children. There is a programme of induction ensuring new staff become competent as key persons. Staff have regular coaching, where they receive advice and management support in all matters, including training. There are good systems in place to monitor the educational programme and children's assessments. However, the provider has not ensured that all the safeguarding and welfare requirements are met. This is because the hours of attendance of children and staff are not always recorded accurately or promptly. Additionally, there is not an effective system in place to record the visits children make to other rooms. This means it is not always clear where on the premises they are.

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Setting details

Unique reference number 218399 Local authority Staffordshire Inspection number 1008849 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 62 Number of children on roll 68 Name of provider Audrey Frances Goodsir Date of previous inspection 7 February 2011 Telephone number 01543 686523

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Setting details

Abacus Day Nursery was registered in 1990. The nursery employs 12 members of childcare staff. Of these, the manager holds an appropriate early years qualification at level 6. Another two members of staff have achieved early years qualifications at level 4 and level 5. A further eight members of staff hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday all year round and sessions are from 7.15am until 6pm. The nursery provides funded early education for two-, three- and four- year-old children. It supports a number of children who speak English as an additional language and children with special educational needs and/or disabilities.

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Setting details

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

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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Setting details

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Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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