Stork Day Nursery

Stork Day Nursery 7 Stoke Road, Hinckley, Leicestershire, LE10 0EA

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Inspection date

Previous inspection date 3 February 2016 5 April 2013

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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

 Systems for assessing risk are not as effective as they need to be.  The quality of teaching is not consistently good. Staff do not always respond to children’s interests or extend their language and thinking sufficiently, during children’s self-chosen play.  The learning environment in the pre-school room does not provide enough opportunities for children to develop their early literacy or mathematical skills.

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It has the following strengths

 There is a warm atmosphere and strong sense of family throughout the nursery. As a result, children thrive in their emotional well-being and self-confidence.  Staff encourage the children to be as independent as possible in their self-care skills. All children are supported to try their best and always have a go. This helps to prepare them for school.

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What the setting needs to do to improve further

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

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Due Date

 ensure that the nursery’s agreed systems for risk assessment are fully implemented and immediate actions taken to rectify any identified risks to the health and safety of adults and children. 08/02/2016

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 provide more opportunities for children to develop their early letter and word recognition skills and to recognise and use numbers in play activities and everyday routines  ensure that all staff recognise and develop opportunities to extend children’s thinking and concentration during child-led activities.

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Inspection activities

 The inspector observed teaching and learning, in each of the rooms and outside.  The inspector carried out joint observations with the nursery manager.  The inspector had meetings with the proprietor, manager and spoke informally to staff.  The inspector spoke to children and looked at records of their development and progress.  The inspector spoke to parents and took account of their contributions to children’s records.  The inspector looked at a range of documentation including records of planning, policies and procedures and evidence of the suitability of staff.

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Effectiveness of the leadership and management requires improvement

The new manager has brought stability to the setting following a period of frequent changes in leadership. She has gained the confidence and respect of staff and parents quickly and is working in close partnership with the proprietors to ensure that the nursery continues to improve. Leaders have ensured that suitable systems for staff recruitment and induction are in place and safeguarding is effective. Staff undertake the necessary training in first aid and safeguarding and understand their individual roles and responsibilities. Systems to support the further development of staff have recently been introduced. These include regular observations from senior staff and the identification of targets to improve their work. However, they have not yet had the impact needed to ensure that standards are consistently high enough across the nursery.

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Quality of teaching, learning and assessment requires improvement

The quality of planning for teaching has improved since the last inspection. Staff now ensure that children’s’ individual needs and interests are included in daily and weekly plans and for the most part, children enjoy their learning. This is particularly so when children are playing outside. The outdoor area is a stimulating place to be. Staff provide opportunities for the children to grow vegetables and to explore musical, imaginative and investigative activities. However there are occasions, with the toddler and pre-school children, when adults do not pick up on children’s fascinations. In these situations, children quickly lose interest and valuable opportunities to develop children’s learning are lost. Some adults use too many closed questions too much of the time. As a result, children are not encouraged to think creatively for themselves and their learning and curiosity are frequently not extended.

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Personal development, behaviour and welfare are good

All staff understand the emotional needs of young children and ensure that they are well met. Consequently, children thrive in their self-confidence and resilience. Children are happy and self-assured because they feel safe and well cared for. In the toddler room, staff skilfully teach and encourage the children to cut their own fruit and to persevere with other personal tasks, such as finding their wellington boots, drinking independently from beakers and putting hands in sleeves. Children have an extremely well-balanced diet of fresh fruit and vegetables which is prepared in the nursery kitchen. Parents particularly value this aspect of the provision.

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Outcomes for children require improvement

Children make steady and in some cases good progress in their development. Parents who spoke to inspectors, were keen to praise how the nursery prepares children for school. Systems for monitoring and recording children’s progress are now used consistently by staff. However, not all staff are equally skilled in identifying next steps for learning and as a result are not sufficiently clear about what they are aiming to teach or what they are expecting the children to learn. Leaders do not have a view of the progress of different groups of children in the nursery. Consequently they do not recognise where practice is most or least effective in supporting children’s development.

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Setting details

Unique reference number EY240624 Local authority Leicestershire Inspection number 1030189 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 24 Number of children on roll 21 Name of provider Ashok Kumar Shinh and Kiran Gian Shinh Partnership Date of previous inspection 5 April 2013 Telephone number 01455 635656

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Setting details

The Stork Day Nursery was registered in 2002. It is situated in purpose-built premises in the Hinckley area of Leicester and is part of a group of three nurseries managed by the same owners. The nursery employs five members of childcare staff. Of these, one holds Early Years Professional Status, two hold an appropriate early years qualification at level 3, one has a qualification at level 2. The nursery opens Monday to Friday all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for three- and four-year-old children.

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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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