New Beginnings Childcare Ltd

New Beginnings Childcare Limited 15 Wigan Road, Westhoughton, BOLTON, BL5 3RD

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Inspection date

Previous inspection date 29 April 2015 2 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 and at times, outstanding. Well-qualified and experienced staff have a very good understanding of the learning and development requirements and how children learn best. As a result, children make consistently good progress in relation to their starting points.  Children's learning is effectively promoted because staff provide a wide range of activities that capture children's interests and motivates them to learn. As a result, children of all ages develop a good range of skills and attitudes that prepare them well for future learning and eventually, school.  The well-embedded key-person system helps children to form close emotional attachments as staff effectively support them in their play. Consequently, children feel safe and secure in the nursery environment.  Staff have a very good knowledge and understanding of their responsibility to safeguard children, which is successfully translated into practice. This means that

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This provision is good

children are well protected and can play and learn in safety.  Partnerships with parents, other early years providers and external professionals are very good and make a significant contribution to meeting children's individual needs.

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It is not yet outstanding because:

 There are fewer opportunities for children to extend their play and learning about the world around them by exploring an extensive range of multicultural resources.  Staff provide fewer opportunities for children to learn about space and measure, in order to further enhance their mathematical development.

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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 opportunities for children to learn about the similarities and differences between people and communities during their play, for example, by providing an extensive range of multicultural resources for children to explore in the home corner  extend opportunities for children to learn about space and measurement, and to compare length, size and weight, to further enhance children's mathematical skills.

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Inspection activities

 The inspector observed children's activities in all playrooms and the outdoor environment.  The inspector carried out a joint observation with the manager.  The inspector talked to key persons, staff and children throughout the inspection.  The inspector held discussions with the provider and the manager.  The inspector looked at various documents, including a sample of policies and procedures, self-evaluation, planning, observations, assessment systems and children's individual learning records.  The inspector checked evidence of the qualifications and suitability of the staff.  The inspector took account of the views of parents from a small selection of parents spoken to on the day of the inspection, and from written statements obtained by staff.

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who attend. This is good

Staff provide a wealth of activities and experiences that encourage children to learn through playing, exploring and being active. For example, children have a wonderful time as they make models from recyclable materials, explore sand and pasta, and make cakes and pies in the extremely well-resourced mud kitchen. Staff effectively use the knowledge gained from training, to support children's communication and language development. For instance, they skilfully model single words for babies and ask older children open-ended questions that make them think and help them communicate their thoughts and ideas. Staff teach children to count, match and sort objects during play and daily routines. However, opportunities for children to learn about space and compare size, length and weight are less well established. Children learn about different cultures and beliefs as staff teach them about celebrations, such as Chinese New Year and Diwali. However, children

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who attend. This is good

have fewer opportunities to learn about the similarities and differences between people and communities during self-chosen activities because there is not an extensive range of multicultural resources to investigate. Parents contribute to assessments of children's learning and staff regularly share information about children's achievements, with parents, to ensure children's learning is supported at home. Children with special educational needs and/or disabilities are very well supported through strong partnership working with external professionals. The skilful use of signs, gestures, pictures, props and puppets, successfully support children who speak English as an additional language.

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good

The key-person system is highly effective and successfully supports children's physical and emotional well-being. Children settle very quickly and form secure attachments with the adults who care for them. This has a positive impact on children's confidence and self- motivation. Children have daily opportunities to be active and engage in physical play. Staff teach children the importance of adopting a healthy lifestyle. They articulately explain that fruit, vegetables, steak and sushi is good for their bodies. Staff give priority to the safety of children and teach them how to manage their own risks in a controlled, challenging and safe environment. For example, some children are confident to balance on high logs, while other children choose to walk across lower-level equipment. As a result, children's health and well-being is effectively promoted.

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provision is good

The providers and newly appointed manager make up a very strong and effective leadership team. Rigorous systems for self-evaluation include the views of all staff, children and parents. Clear and prioritised action plans in place, including targeted training to improve staff knowledge and skills, ensure that the nursery continues to improve learning outcomes for all children. Close and accurate monitoring of children's progress means any gaps in learning are quickly identified and appropriate and timely interventions are put in place. Consequently, all children are encouraged to reach their full potential.

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Setting details

Unique reference number EY452080 Local authority Bolton Inspection number 1011150 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 12 Total number of places 61 Number of children on roll 70 Name of provider New Beginnings Childcare Limited Date of previous inspection 2 April 2014 Telephone number 01942813812

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Setting details

New Beginnings Childcare Limited was registered in 2012.The nursery opens from 7.30am until 6pm Monday to Friday, all year round. Care is also provided for school-age children from 7.30am to 9am and from 3.30pm to 6pm during term-time only. The nursery employs 11 members of childcare staff. Of these, two hold an appropriate early years qualification at level 4 and six hold an appropriate early years qualification at level 3. The nursery provides funded early education for two-, three- and four-year-old children. It supports children with special educational needs and/or disabilities and 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

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’.

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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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