Warwick Road Day Nursery

Warwick Road Day Nursery 161 Warwick Road, COVENTRY, CV3 6AU

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Inspection date

Previous inspection date 13 April 2016 26 July 2012

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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

 Staff observe, assess, and plan effectively for children's future learning. They provide stimulating activities and good support that help children to make good progress.  Leadership and management systems for monitoring the quality of the provision are effective. The provider and staff demonstrate a strong commitment to ensure sustained improvement, and self-evaluation includes the views of parents.  Parents share positive views about the provision. They say that, 'Communication between themselves and staff is very good' and that staff are, 'Friendly, caring and professional'. Parents are very happy with their children's progress.  Very young children communicate through gestures and expression, and staff interpret their wants and needs well. Toddlers are supported effectively as they progress from saying single words to forming short sentences. Older children speak confidently.  Children's social and emotional needs are well met by staff. Relationships between staff

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This provision is good

and children are very good.  Children practise their good manipulative skills in a wide variety of ways.  Staff support older children's literacy development effectively.

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It is not yet outstanding because:

 Very young children are not wholly supported in independently and spontaneously accessing a full range of resources for sensory exploration.  On some occasions, large-group activities do not capture all children's interest or successfully challenge some children of different ages and mixed abilities.

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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 opportunities for younger children to be more independent and spontaneous in their sensory exploration  review some large-group activities, ensuring more consistent differentiation and challenge for children of different ages and abilities.

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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 held a meeting with the provider, who is also the manager of the setting. She looked at relevant documentation and evidence of the suitability and qualifications of staff working in the setting.  The inspector completed a joint observation with the provider.  The inspector spoke to a small selection of parents during the inspection and took account of their views and the written views of other parents.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The premises are safe and secure and staff are aware of their responsibilities to supervise children. Recruitment, selection, vetting and induction procedures are thorough. Staff are fully aware of their responsibilities to protect children from abuse and neglect. The provider successfully monitors the effectiveness of teaching and learning. Staff members' practice is regularly observed and strengths and areas for improvement and training are identified during supervision meetings. Recent training has helped staff to develop activities that link large-muscle development to mark making, aiming to progress children's manipulative skills and pencil control. Staff work well with parents and other professionals to support children's care and learning.

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Quality of teaching, learning and assessment is good

Staff use their knowledge and skills successfully to make sure that children are challenged to reach the next stage in their development. They observe and accurately assess children's level of achievement and plan well for individual learning. All children make good progress in their communication and language development and children who speak English as an additional language are supported well. Young children make marks in a variety of ways. They enjoy using large movements as they paint with brushes on paper that is attached to the wall. Some then choose to paint on and print with their hands. Older children's pencil control is developing well. They are invited to lie on their backs under a table and reach up to draw. They choose to write their names. Children learn to hear and say the initial sound in words and to link sounds to letters. Some older children are able to sound the letters of the alphabet and read simple short words.

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Personal development, behaviour and welfare are good

Children play in a welcoming environment and they are happy and settled. Their good health is promoted well. They eat healthy meals and snacks and they are physically active in the outdoor area each day. Physical play equipment challenges children at different stages of development effectively. Children understand and adopt healthy habits, such as good hygiene practices. Children's self-esteem benefits from positive reinforcement as the major strategy for managing behaviour. They learn to share and take turns. Children gain a good understanding of differences in society, for example, as they learn about different cultures, traditions and beliefs.

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Outcomes for children are good

Staff ensure that they are aware of children's starting points for learning using information obtained from parents and their own initial assessments. Children's learning then builds well on what they already know and can do. They make good progress in readiness for the move on to school. Children are enthusiastic learners and express themselves confidently. Pre-school children are independent in managing their own self-care needs and they manage coats and boots for themselves when they play outside. Pencil control is developing well and they make good progress in their mathematical development. Children play cooperatively with their friends.

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Setting details

Unique reference number EY439230 Local authority Coventry Inspection number 1042232 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 - 4 Total number of places 44 Number of children on roll 58 Name of provider DJ Childcare Ltd Date of previous inspection 26 July 2012 Telephone number 02476 083 062

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Setting details

Warwick Road Day Nursery was registered in 2012. The provider is also the manager and she holds Early Years Professional status. The nursery employs 11 other members of childcare staff, and of these eight hold appropriate early years qualifications at level 3 and one is qualified at level 2. The nursery operates from Monday to Friday all year round. It is open from 7am to 7pm, with core hours from 8am to 6pm. The nursery provides funded early education for two-, three- and four-year-old children. It supports 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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