Squirrels Day Nursery

Squirrels Day Nursery Hatfield Community Free School, Briars Lane, HATFIELD, Hertfordshire, AL10 8ES

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Inspection date

Previous inspection date 27 April 2015 1 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 inspirational manager has made significant improvements since the last inspection, to drive the nursery forward. She reflects critically on all areas of practice and is fully committed to achieving the highest possible outcomes for children.  Well-qualified staff demonstrate a consistently good quality of teaching as they encourage children to become keen learners. They identify and support children's preferred learning styles and individual interests. For example, they provide tools to active learners during water play and demonstrate their individual uses, such as how a piece of hose can transport water.  Staff effectively support children as they get ready to move on to school. They make full use of the onsite facilities, as older children attend weekly assemblies and eat lunch in the dining hall to develop their expected social skills. Staff implement their recent training on linking sounds and letters to focus on, and support, phonic work, in

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This provision is good

readiness for more structured literacy.  Partnerships with parents are well-established, as staff use effective strategies to engage their involvement in children's learning. Experiences to share at home include activity cards and soft-toy adventure bags. Parents express how happy they are with the progress their children make, and many comment on their child's reluctance to leave at the end of each session.

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It is not yet outstanding because:

 The ongoing, astute and targeted professional development programme has not, as yet, developed staff's consistently good quality of teaching to a level of outstanding.  Children are not always able to use a wide range of resources to explore with and extend their learning during adult-led 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

 continue to implement and evaluate identified training needs to maintain consistency between all staff and enhance the quality of teaching to an outstanding level  extend opportunities for children to use a wider range of resources to explore with, during adult-led activities, to encourage further, active involvement and extend their learning.

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Inspection activities

 The inspector observed children's activities in both rooms, all outdoor areas and during the snack and lunchtime routines. She talked to children at appropriate times throughout the inspection.  The inspector carried out a joint observation with the manager and held discussions with the provider, manager and some other members of staff.  The inspector sampled the nursery documentation, including the self-evaluation form, policies, children's learning journals and staff files. She also viewed tracking data on a software system used.  The inspector took account of the views of parents through discussions on the day.  The inspector saw evidence of the qualifications and suitability of all persons working on the premises, and other documentation in relation to the safeguarding and welfare requirements.

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who attend. This is good

Staff have a secure understanding of the Early Years Foundation Stage, and implement interesting and challenging experiences to meet the needs of all children. Following a topic of life cycles, children care for and observe live chicks in an incubator. Staff develop children's understanding as they discuss the stages of growth during small-group time. They use probing questions to encourage children to think and recall, and allow them time to respond. Staff refer to key words and utilise the support of a Polish speaking volunteer to include all children. However, staff do not always make readily available a wide range of resources during planned activities, to encourage children to become more actively involved. Staff make purposeful observations and use these effectively to plan children's next steps in learning. They devise weekly plans and complete precise assessments to support children's good progress and rapidly close any identified gaps in their learning.

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good

Children settle quickly and have developed affectionate relationships with their key person. Furthermore, children move between the rooms with ease as staff use their detailed knowledge of each child to support them well. As a result, children gain confidence and become self-assured in their new surroundings. Children show awareness of the daily routines and eagerly anticipate 'story time' and 'wake-and-shake' sessions as they willingly help at tidy-up time. They develop independence as staff introduce a 'self-help skill of the week' and request parental support. For example, children attempt to manage smaller zips and fastenings on their coats, when at home and before they play outside. Children learn about managing their personal safety and the impact of their actions on others. They spend a large part of their day outdoors, promoting their good health. Children enjoy balancing on the different levels and use a selection of hoops and pedal bikes as they

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good

benefit from daily use of the school playground.

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provision is good

Safeguarding measures are of high priority, as the manager follows a rigorous recruitment process for staff and ensures that all visitors adhere to strict procedures. Through regular staff supervisions, learning walks and effective self-evaluation, she highlights her priorities for improvement. The manager identifies the individual training needs of staff and can evaluate the impact that this has on practice. She aims to maintain and develop their consistently good quality of teaching to a level of outstanding. The manager uses a sophisticated software system to monitor children's learning. This enables her to track the progress of both individuals and different groups of children. Areas for future, targeted activities are clearly identified, yet the manager endeavours to adapt its precision further, highlighting her high standards. The manager uses innovative strategies, such as a software application, to engage the involvement of all the other settings that children

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provision is good

attend. This results in a cohesive approach to their learning and consistency for each child, and is another example of her skilful practice.

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Setting details

Unique reference number EY450036 Local authority Hertfordshire Inspection number 1010987 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 105 Name of provider Squirrels Day Nurseries Ltd Date of previous inspection 1 April 2014 Telephone number 07713485193

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Setting details

Squirrels Day Nursery was registered in 2012 and is located in Hatfield. The nursery employs 10 members of full-time childcare staff. Nine staff hold appropriate early years qualifications at level 2 or above, including two with a qualification at level 6. The nursery opens from Monday to Friday, all year round, with the exception of bank holidays, two weeks in August and two weeks over Christmas. Sessions are from 8am 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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