Waterloo House Day Nursery Ltd

Waterloo House Day Nursery Ltd 3 West Parade, Halifax, West Yorkshire, HX1 2TE

p.1

Inspection date

Previous inspection date 9 April 2015 10 September 2009

p.1

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

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Outstanding 1

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 Children who speak English as an additional language, and those who have special educational needs and/or disabilities achieve well. This is because the nursery has developed exceptional partnerships with other agencies and together they provide well- focused support to promote the best possible outcomes for children.  Staff have high expectations of children and make it clear how they expect them to act thoughtfully and safely in nursery. As a result, children develop good social skills, are very polite and their behaviour is extremely good.  Excellent relationships are built with parents and the local community. Parents are very positive about the nursery. They appreciate and value the information and support they receive in helping their children to learn.  Children are confident, highly motivated and are developing the skills they need for their future learning, such as starting school. Staff successfully utilise different spaces

p.1

This provision is good

within the nursery environment to provide children with exciting learning experiences.  Safeguarding procedures are robust. Consequently, all children are kept safe from harm. Staff demonstrate clear knowledge of the procedures to follow if they have concerns about a child's welfare.

p.1

It is not yet outstanding because:

 On occasions staff miss opportunities to use effective questioning to extend and develop children's thinking. This means that children's knowledge and ideas are not always explored in as much detail as they could be.  Leaders do not analyse the information they collect on children's achievement sharply enough to be sure that different groups are making equally rapid progress.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 support staff to help children develop their critical thinking skills by consistently extending the use of effective questioning during activities  extend monitoring of children's progress to include, analysing the progress that different groups of children make across each area of learning, to ensure that they are making the best possible progress.

p.2

Inspection activities

 The inspector observed play and learning activities.  The inspector spoke with the manager, staff and children throughout the inspection.  The inspector completed a joint observation with the deputy manager.  The inspector carried out a meeting with the manager, and checked and discussed a range of policies and procedures.  A range of documents were inspected, including observations, assessments and planning.  The inspector took into account the views of parents spoken with on the day.

p.2

who attend. This is good

Children's physical development skills are excellently supported by staff. In movement activities older children avidly listen and follow instructions. They demonstrate good control of their bodies as they make small, thin and wide shapes. Younger children use ribbons creatively, as they turn and sway them when they sing songs. Children develop their mathematical understanding as they learn about direction and size in this fun way. Communication and language development is given high priority, and as a result, many children have exceptional language skills. Staff provide materials for children to make props and use in their play. Consequently, children demonstrate extremely imaginative ideas and work together to create and act out stories. However, when looking at mini- beasts in the garden, staff do not always challenge and sustain children's thinking by using effective questions. This means that on occasions children's learning is not always

p.3

who attend. This is good

fully maximised. Staff engage well with parents to establish children's starting points, and consistently involve them in their children's learning and development.

p.3

outstanding

Children's emotional well-being is exceptionally promoted by sensitive and nurturing key persons. The meticulous settling-in process is thoroughly embedded and is planned and tailored to support children's individual needs extremely effectively. As a result, children are happy, confident and have a strong sense of belonging when they start at nursery. This highly-effective support continues as children move through the playrooms within the nursery and on to school. This is due to the efficient organisation of visits and exceptional support of the key person. Children develop excellent independence skills. They are actively encouraged to put on their own hats, fasten and unfasten their shoes. All children, including older babies, confidently serve themselves at mealtimes and follow excellent self-care and hygiene practices. All children develop healthy lifestyles throughout the day as they play outdoors, take part in innovative movement activities and understand the

p.3

outstanding

need to protect their skin in hot weather.

p.3

provision is good

The leadership team have a good understanding of their responsibility, and ensure the statutory requirements for the Early Years Foundation Stage are fully met. Leaders regularly review individual children's learning and development. However, there is scope to develop this further. For example, by analysing the progress of different groups of children and areas of learning to ensure children's achievements are raised to the highest possible level. Self-evaluation is used well to evaluate the provision and identify areas for improvement. Leaders carry out regular one-to-one meetings with staff, and a system of peer observation has been developed to constantly improve practice. Staff are qualified and well trained, which has a positive impact on the outcomes for all children. Strong links with the local nursery and school are established. Staff regularly exchange information about the children, to support and enhance continuity and to maximise their learning.

p.3

Setting details

Unique reference number 303860 Local authority Calderdale Inspection number 864786 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 50 Number of children on roll 43 Name of provider Waterloo House Day Nursery Limited Date of previous inspection 10 September 2009 Telephone number 01422 342999

p.4

Setting details

The waterloo House day Nursery was registered in 1996. The nursery employs 15 members of childcare staff. Of these, 14 hold appropriate early years qualifications at level 3 or above. The nursery opens Monday to Friday, from 7.30am until 6pm, all year round. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

Setting details

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’.

p.5

Setting details

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

p.5