Sugar 'n' Spice

Sugar 'n' Spice Bradwell Methodist Church, Bradwell Lane, Bradwell, Newcastle, Staffordshire, ST5 8JS

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Inspection date

Previous inspection date 12 November 2015 31 March 2011

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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

 The nursery manager and the practitioners consistently demonstrate a very good understanding of how children learn. Children freely explore the rich and engaging learning environment. Their play is inventive and adventurous. Practitioners join in enthusiastically.  The quality of teaching is good. The experienced practitioners skilfully support children to think deeply and to develop their own ideas as they play.  Partnerships with parents are strong. Parents feel well informed about their children's progress and development. They are encouraged to make observations of their children's learning at home when they help children to carry out interesting homework tasks.  Practitioners make accurate assessments of children's achievements. The manager monitors children's progress from starting points that are established when they first attend the nursery. Children whose starting points are below those of other children the

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This provision is good

same age make good progress and gaps close steadily.  Children's communication and language is promoted well. Practitioners help children to link what they see and do to the words that they hear and say. Children sing familiar songs and learn the words to new ones, extending their vocabulary.

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It is not yet outstanding because:

 Practitioners do not always share the next steps for children's learning effectively enough with everyone involved in their care. Consequently, children do not always make the swiftest progress in their learning.  Practitioners do not take every opportunity to discuss safety and help children develop a more indepth understanding of how to safely manage risks when they play.

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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

 share identified next steps for children's learning with everyone involved in supporting the child  build on children's already good understanding of how to play safely.

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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 completed a joint observation with the manager.  The inspector spoke with the manager during the inspection. She looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a small selection of parents and carers during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Leadership is good. The manager checks practitioners' performance and sets them individual targets to continuously improve their teaching. Practitioners apply what they learn at training to their practice. For example, practitioners attend training about how children's emotional well-being influences the rate of their learning. As a result, they now focus even more on helping children to become confident. The manager's vision for high- quality provision is clearly communicated and leads to practical improvements. For example, the outdoor play area has been enhanced and now provides excellent learning opportunities. The daily exchange of information between the setting and the schools children attend promotes children's safety and well-being. For example, information about children's accidents and injuries is effectively communicated to parents. However, children's identified next steps in learning are not always as effectively shared.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Practitioners know what they must do if they consider a child to be at risk of abuse or neglect.

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Quality of teaching, learning and assessment is good

The well-qualified practitioners skilfully talk with and question children as they play. This promotes children's understanding and encourages them to express their thoughts and ideas. Practitioners know how to provide just the right amount of prompting to stimulate children's imagination. They play with children in the home corner. They encourage children to count, sing and develop stories for their pretend play. Practitioners think out loud so that children hear examples of problem solving and learn to solve problems themselves. Children go on local outings and exciting day trips. Practitioners use the outings to extend children's learning. Children remember the bus they travelled on. They confidently draw plans for building their own bus. This provides them with an opportunity to represent their ideas on paper and also promotes their early writing skills.

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Personal development, behaviour and welfare are good

The nursery is a happy and lively place. Relationships are good. Daily routines provide opportunities for children to participate in large and small group activities. They have plenty of time to develop complex and interesting self-chosen play. Children behave well because boundaries for their behaviour are clear. Children remind each other about acceptable conduct. Children form rewarding friendships. They learn to respect and help other people. Children are extremely active. They have opportunities indoors and outdoors to develop strength and agility. Children become independent. Practitioners teach them to use knives safely when they cut their own fruit at snack time. Children learn to make healthy choices in their diet.

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Outcomes for children are good

All children, including those in receipt of funded education and additional funding, make good progress. Children learn to link sounds and letters. They begin to read books. Children who make better than expected progress are effectively challenged and keep learning at their own rate. Children acquire skills, knowledge and attitudes that prepare them well for starting school.

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Setting details

Unique reference number 218501 Local authority Staffordshire Inspection number 865763 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 2 - 8 Total number of places 29 Number of children on roll 67 Name of provider Sharon Joy Nicklin Date of previous inspection 31 March 2011 Telephone number 01782 712570

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Setting details

Sugar 'n' Spice Day Nursery was registered in 1990. The nursery employs seven members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and one at level 6. 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. The nursery also provides out-of-school care for children up to the age of eight years.

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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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