Habonim Nursery

Habonim Day Nursery 11 Upper Park Road, Salford, Lancashire, M7 4HY

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Inspection date

Previous inspection date 4 June 2015 6 June 2011

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Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 Observations of staff practice and monitoring of the quality of teaching across the setting is not always effectively maintained to further improve practice.  Staff supervision to foster continuous professional development is not provided effectively.  Inconsistent teaching practice across the setting results in some children not being provided with appropriate play and learning opportunities.  Not all opportunities to build on children's understanding of healthy eating and independence skills have been consistently incorporated into snack time and lunchtime across the setting.  Children accessing the room for two-year-olds are, at times, limited in making choices relating to their play and learning.  Babies have limited access to outdoor play to promote their physical development, and not enough opportunities to access creative and sensory learning experiences.

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It has the following strengths

 Most children, including those with special educational needs and/or disabilities, and those who speak English as an additional language, make steady progress from their starting points, and some make good progress.  Children's emotional well-being is very well supported, due to effective partnership working with parents, schools and specialist services.  An effective key-person system and settling-in process involving parents ensure children form secure attachments with staff.  A wide range of robust policies and procedures, including safeguarding and risk assessment, are in place to ensure the safety and well-being of all children.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 provide all staff with support, coaching and training to ensure consistent use of good quality teaching strategies provide appropriate, challenging learning opportunities so that children make consistently good progress  provide more opportunities for babies to make choices and further develop their physical skills by ensuring they have daily access to outdoor play  provide a wider range of activities to all children to further promote their creative skills and sensory experiences.

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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

 extend children's independence skills, for example, during snack time and lunchtime  provide continuous access to a wider range of resources to further enhance children's learning experiences and support them in making choices  improve the methods for observing and monitoring staff practice, and for sharing good teaching practice  provide all children with a choice of healthy snacks to improve their understanding of healthy lifestyles.

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Inspection activities

 The inspector observed activities in the indoor and outside learning environments and spoke with staff and children.  The inspector conducted a joint observation with the manager.  The inspector looked at a range of policies and procedures, and looked at children's assessment records and planning documentation.  The inspector looked at a range of documentation, including policies, procedures and staff qualifications.  The inspector took account of parents' views and comments.

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who attend. This requires improvement

Staff are appropriately qualified, although not all children have access to good quality learning experiences due to inconsistency in the quality of teaching across the setting. Staff, in the room for pre-school children, skilfully provide a purposeful, adult-led activity to promote literacy skills. This involves children using role play to tell a story relating to characters from a book. Also, children initiate their own play as they confidently make choices relating to their interests, such as mark-making, construction and role play involving dancing. This promotes children's learning and development across all areas of the Early Years Foundation Stage. However, the quality of teaching and limited access to resources in the room for two-year-old children and the room for babies, results in some children not being enthused or fully engaged in their learning. Children are not fully supported in making choices. For example, not all resources are clearly labelled and

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who attend. This requires improvement

access to activities, such as sand, water play and mark-making activities is limited.

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requires improvement

The environment is clean, safe and welcoming, and children have secure relationships with staff. Children in the room for three-year-olds learn about healthy lifestyles as they are given a choice of fresh fruit and discuss healthy foods at lunchtime. However, in the room for two-year-olds, children are not provided with a choice of healthy snacks to further promote their understanding of being healthy. Children are developing good independence and self-care skills as they wash and dry their hands, and clean their teeth independently. However, some children do not have the opportunity to further develop their independence skills, for example, by serving food and pouring drinks for themselves. Children confidently explore the exciting, stimulating outdoor environment where they enjoy a range of challenging learning opportunities. However, access to outdoor play and learning opportunities to further enhance children's level of development is limited for

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provision requires improvement

Leaders and managers have an adequate understanding of the Early Years Foundation Stage and how children learn. However, observations of staff practice, to monitor the quality of teaching, requires improvement to ensure that all teaching is consistently good, and supports all children to make progress in their learning and development. Staff do not receive regular, effective supervision to support their professional development. New learning is not fully embedded into practice. Although, there are plans for all staff to further improve teaching strategies by attending communication and language training. Effective systems for planning, monitoring and tracking children's progress are in place. Staff seek the views of parents through daily verbal feedback, daily diaries and regular meetings where they are kept informed of children's progress. Self-evaluation supports leaders and managers in identifying strengths and areas for improvement, for example, to

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provision requires improvement

improve the monitoring of teaching practice across the setting.

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Setting details

Unique reference number 307458 Local authority Salford Inspection number 867746 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 78 Number of children on roll 63 Name of provider Adreene Lee Date of previous inspection 6 June 2011 Telephone number 0161 740 3826

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Setting details

The Habonim Day Nursery was registered in 1994 and is situated in the Salford area of Manchester. The nursery employs 16 members of childcare staff. Of these, 12 hold appropriate early years qualifications at level 2, level 3 or level 5. The nursery opens 51 weeks per year, from Monday to Friday, all year round. Sessions are from 8.15am until 6pm, Monday to Thursday, and 8.15am until 3pm on Friday. The nursery provides funded early education for two-, three- and four-year-old children. The nursery supports 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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