Gloria's Day Nursery Ltd

Gloria's Day Nursery Ltd 35 West End, Ashwell, Baldock, Hertfordshire, SG7 5PH

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Inspection date

Previous inspection date 21 April 2015 24 April 2014

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This inspection: Good 2

Previous inspection: Requires Improvement 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

 Staff provide resources to be taken home by children with their parents. This significantly enhances children's communication and language development, and fosters excellent partnerships with parents. Puppets for storytelling, sound tapes and games, and musical instruments are provided with suggestions of how to optimise children's learning. Parents say that these activities are successful.  Staff encourage children to consider mathematics during activities. For example, children count the pieces of fruit during snack making estimations about how many more they will each have. Children confidently add and subtract between one and ten as they sort beads for the abacus frames. As a result, children use mathematical language to describe quantity, shape and measurements.  Children are helped to appreciate the beliefs of others as they take part in activities to mark cultural celebrations. For example, to observe Chinese New Year children joined

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This provision is good

together to enjoy craft activities, share food, and discuss special clothes worn to nursery by some children. These shared celebrations help all children feel valued and secure.  Staff have a clear understanding and follow robust procedures relating to aspects of safeguarding, including child protection and safety in the nursery. Consequently, children are protected.

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It is not yet outstanding because:

 Children are not consistently provided with support to develop their creativity, because some activities are too structured.  On occasions, some staff do not always help children to explore their ideas during activities or consistently use open-ended questions to extend their already good teaching.

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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 planned activities, using different media and materials, to provide further opportunities for children to represent and develop their own ideas, for example, when creating wall displays and following themes  enhance teaching further, for example, by paying closer attention to providing opportunities for children to respond to open-ended questions, and by supporting children to develop their own ideas as they play.

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Inspection activities

 The inspector observed activities both indoors and outside.  The inspector looked at children's assessment records, planning documentation, evidence of suitability of staff, and a range of other documentation, including the safeguarding procedures.  The inspector talked with a selection of the parents and asked them their views.  The inspector spoke with a sample of staff and children at appropriate times thought the inspection.  The inspector carried out a meeting with the manager. A joint observation was also carried out.  The inspector reviewed the self-evaluation processes and documents.

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who attend. This is good

Well-qualified staff plan stimulating activities in response to children's interests. For example, children use tweezers to select toy insects from the trough of soil and moss when exploring 'mini-beasts'. They hunt for living creatures with magnifying glasses in the garden and in the woods, recording the insects that they find on 'find and search' sheets on clipboards. Children help to create coordinated displays of bumble bees and the letter 'b', to explore sounds and letters. As a result, children acquire, and practise, the necessary skills to be ready for school. However, some activities with paint and other materials are too directed, resulting in children reproducing staff's ideas rather than their own. Weekly meetings are arranged to plan for children's next steps in learning. Regular summary reports keep parents informed, and provide an opportunity to exchange information. All children move freely between activities; staff make sure that resources are accessible and

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who attend. This is good

they respond to children's choices. However, occasionally, some staff are less skilled at joining in without over directing the play, such as by asking open-ended questions.

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good

Children's well-being is well supported. Staff are good role models who take every opportunity to promote positive behaviour. For example, children review basic rules each day; they excitedly tell the staff how they should behave. A flexible settling-in process helps children to form close bonds with their key person. Parents report that the staff take steps that exceed their expectations in helping their children to be emotionally secure. Children enjoy responsibility, for example, they complete their own registration by selecting a 'name bus' to place on the roadway they have made. They also select and serve their snacks, drinks and meals, and readily offer to help tidy away. Staff optimise learning outdoors. For example, children enthusiastically retell their favourite story. They hunt for bears, read and follow signs that tell them where the 'tall grass', or 'squishy mud', is. They find a cave and run shrieking back to the playhouse. Consequently, children are

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good

physically active, and therefore, develop good health.

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provision is good

Regular reviews of all procedures ensure that the safeguarding and welfare requirements of the Early Years Foundation Stage are met. Recruitment, induction and reflective practice are robust. Efficient monitoring of the progress in learning made by children takes place. Performance management and purposeful training, continues to support improvement by reviewing practice and evaluating the effectiveness of teaching. In addition, following some staff changes, the two room leaders are completing leadership training. These steps ensure that the nursery is staffed by high-quality practitioners. Staff work very well with other settings that children attend by sharing information frequently to ensure consistency. Babies move between rooms easily, because they spend time in the older children's room. Children are prepared for a move to pre-school or school, because they take part in events at those settings, such as story sessions.

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Setting details

Unique reference number 146858 Local authority Hertfordshire Inspection number 1010995 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 50 Number of children on roll 30 Name of provider Gloria's Day Nursery Ltd Date of previous inspection 24 April 2014 Telephone number 01462 742219

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Setting details

Gloria's Day Nursery was registered in 1995. The nursery employs five members of childcare staff. All staff hold appropriate early years qualifications at level 3. The manager holds an appropriate qualification at level 6. The nursery opens from Monday to Friday, all year round. Sessions are from 7am to 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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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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