The Little Penguins Day Nursery

The Little Penguins Day Nursery 53 Kingsway South, Warrington, WA4 1LQ

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Inspection date

Previous inspection date 21 April 2015 28 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

 The quality of teaching is good. All children, including those who have English as an additional language, make good progress from their accurate starting points.  Children have formed close attachments to the staff, as a result of very good settling-in procedures. Children are happy, settle quickly and are confident, which prepares them well for the next stage in learning.  Partnerships with parents are strong and effective, which enables parents to feel well informed and valued. This means practitioners know children and their families very well and can provide care and learning that is tailored to their individual needs.  Staff have good understanding of their responsibilities and the procedures for protecting and keeping children safe. They implement robust safeguarding and child protection procedures which help ensure that children are kept safe.  The manager and her team have a strong commitment to continuous improvement.

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This provision is good

Systems have been implemented to audit and reflect on the quality of the provision and ensure priorities for improvement are identified and acted on in a timely manner.

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It is not yet outstanding because:

 The programme of professional development is not yet sharply focused and targeted to ensure that all staff are reflecting on their practice to enhance teaching to the highest level.  Occasionally, staff in the pre-school room do not always hold children's interest and engagement during planned group activities.

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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 the effectiveness of the monitoring of staff performance even further, by providing opportunities during supervision meetings for staff to reflect on and evaluate the impact that their practice has on the outcomes for children  review the organisation and planning of large group activities in the pre-school room, in order to fully engage children for the duration of the activity, so they are keen and motivated to learn.

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Inspection activities

 The inspector looked at children's assessment records and planning documentation.  The inspector spoke to both children and staff and observed play and learning activities both indoors and outdoors.  The inspector took into account the views of parents spoken to on the day.  The inspector carried out a joint observation with the manager.  The inspector carried out a meeting with the manager and checked evidence of suitability and qualifications of staff working with children, the provider's self-evaluation form and improvement plan.  The inspector carried out a tour of the premises.

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who attend. This is good

Children make good progress in their learning because staff are knowledgeable and have a good understanding of how to meet the requirements of the Early Years Foundation Stage. Staff are enthusiastic as they interact with the children during spontaneous activities, which ensures children are challenged effectively. For example, pre-school children enjoy solving problems in the outdoor area as they work out how much water they will need to make the letters float along the plastic gutters. However, this is not always the case during planned activities. This is because sometimes children are not fully engaged in planned activities. Staff are not always able to challenge the children, as planned activities are carried out in large groups. Staff make detailed observations of children's progress and use this information to plan purposeful activities to support children's individual next steps in their learning, according to their differing abilities. For

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who attend. This is good

example, babies enjoy exploring a variety of materials to promote their sensory experiences, while toddlers enjoy listening to short stories taking part in singing action rhymes. Parents are fully involved in their children's learning. Staff share children's progress with parents on a regular basis so that learning can be supported at home.

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good

The key-person system is highly effective in securing strong bonds with children and their families. As a result, children are happy and feel safe and secure in this safe environment. This promotes their emotional well-being. They learn to share, take turns and are developing good social skills. Praise is used well to motivate children. This boosts their self-esteem. As a result, children are developing in confidence. Children have access to outdoors, which provides good opportunities for daily physical activity. Their independence is well promoted as they freely access resources within the environment. Children enjoy healthy snacks and meals, which contribute positively to their good health. Children follow good hygiene routines and manage their personal care needs well. They understand that they need to wash their hands at key times throughout the day.

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provision is good

The manager and staff fully understand the requirements of the Early Years Foundation Stage. The manager rigorously monitors children's progress and meets with staff to ensure that all children continue to make good progress. The manager carries out thorough recruitment and induction procedures, which ensure adults working with children are suitable. The manager and staff are fully committed to professional development. All staff hold relevant qualifications which positively impacts on the quality of the setting. Staff carry out observations of practice and the manager holds regular supervision meetings with all staff. However, during supervision meetings, managers do not always encourage staff to reflect fully on improvements identified during observations, to enhance the quality of teaching even further. Parents speak highly of the setting and are kept very well informed through newsletters and a daily dialogue with the key person.

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Setting details

Unique reference number EY438504 Local authority Warrington Inspection number 1010980 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 41 Number of children on roll 62 Name of provider Sarah Jayne De Groot-Buckley Date of previous inspection 28 April 2014 Telephone number 07743889282

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Setting details

The Little Penguins Day Nursery was registered in 2012. The nursery employs 12 members of childcare staff. Of these, nine hold appropriate early years qualifications at level three and two staff are qualified teachers. The manager has a BA Honours in Early Childhood Studies. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am 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.

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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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