Whipper Snappers Childcare @ St Francis

Whipper Snappers Childcare @ St Francis St. Francis Church, Glen Side, BIRMINGHAM, B32 3RU

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Inspection date

Previous inspection date 16 October 2015 5 November 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Managers and staff devise and implement clear action plans and have made significant improvements since the last inspection.  Staff observe and assess each child to note their current interests and abilities. These observations are used to plan purposeful learning opportunities that help to move children's learning forward. Staff use their improved knowledge of the different ways that children learn to review the activities and adapt their practice.  Managers and staff successfully track children's progress and identify activities for children needing additional support.  Children develop an awareness of how to keep themselves safe. Gentle reminders from staff help them to understand how to use space and resources in a safe way.  Parents are very happy with the care and dedication the staff show to them and their children. They say that staff have a warm rapport with the children and are knowledgeable about children's individual needs.

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It is not yet outstanding because:

 Staff do not always encourage parents to share what they know their child can do or help them to extend learning at home.  Partnerships with other settings who provide shared care for children are not fully established.

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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

 build further on the already good partnerships with parents so that they can be more involved in children's learning, both in the nursery and at home  strengthen partnerships with other settings to ensure children receive more consistency and continuity in their learning and development.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector carried out a joint observation with management staff.  The inspector held a meeting with the provider and managers. She looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The well-qualified staff understand their joint and individual roles and responsibilities and work well together as a team. They efficiently implement all statutory requirements and meet the needs of all their children. The arrangements for safeguarding are effective. All staff are well informed about their safeguarding responsibilities to protect children from harm. They regularly refresh their understanding of safeguarding procedures to keep abreast of changes. Regular staff meetings, coupled with ongoing supervision, means that practice is carefully monitored and reviewed. Any training needs are identified and managers seek out additional courses for staff as required. Staff share new information and skills with the rest of the team. This has had a positive impact on the quality of care and education that staff provide.

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Quality of teaching, learning and assessment is good

Children are motivated and interested learners. The oldest children respond with enthusiasm to the activities provided. They concentrate for long periods of time pretending to be doctors and nurses caring for poorly staff. Children use plasters and bandages, take temperatures and give medicine to make the staff feel better. Younger children enjoy a range of resources that encourage them to try out new experiences. Staff help them to explore pasta and pretend to cook and eat the real vegetables in the play kitchen. Babies learn to understand that their sounds are important and valued by those who care for them. Staff constantly talk to them about what they are doing and repeat and respond to their babbles. Staff work well to ensure that children receive targeted support if necessary. They ask parents for words and phrases they can use for children who speak English as an additional language. Staff also follow advice from other

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Quality of teaching, learning and assessment is good

professionals to provide activities to help develop children's speech and language.

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Personal development, behaviour and welfare are good

Children are happy and settle quickly because the key-person system is effective. Staff obtain relevant information about children's routines and follow the patterns established at home. This helps to ensure the move from home to the nursery is managed well. Children grow in confidence and become independent in taking care of themselves. They are well behaved because staff motivate them with lots of praise and rewards for their efforts and achievements. Staff also promote children's good social skills as they teach them to share, negotiate and take turns. Children have plenty of space to play and rest and confidently move around their rooms. They make healthy choices because they enjoy a selection of fresh fruit and vegetables for snacks and included in meals. A good range of physical activities, both indoors and outside, is a regular feature of their play.

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Outcomes for children are good

All children, including those for whom the nursery receives additional funding, make good progress given their starting points. Children are well prepared for the next stage in their learning and the eventual move on to school.

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Setting details

Unique reference number EY454109 Local authority Birmingham Inspection number 998119 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 60 Number of children on roll 40 Name of provider Whipper Snappers Childcare Limited Date of previous inspection 5 November 2014 Telephone number 0121 427 4775

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Setting details

Whipper Snappers Childcare @ St Francis was registered in 2012. The nursery employs 16 members of childcare staff. Of these, 15 hold appropriate early years qualifications at level 3 and one at level 2. The nursery opens from Monday to Friday in school term time. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two- , three- and four-year-old children. It supports disabled children and those who have special educational needs 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

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Setting details

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Setting details

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