Little Boppers Day Nursery

Little Boppers Day Nursery 540 London Road, Slough, SL3 8QR

p.1

Inspection date

Previous inspection date 28 April 2016 9 October 2013

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

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

 Assessments of children's learning are not precise enough and managers do not have a secure understanding of the requirements. For example, they do not consistently complete the required check for all children aged between two and three years to quickly identify and plan for gaps in children's learning.  The managers do not monitor staff practice effectively to ensure teaching is consistent. They do not provide staff with opportunities to keep up to date with all changes.  The staff do not obtain detailed information from parents when children first start, to enable them to plan effectively for the children from the outset.  At times, for example, during routine times and when children make choices in their play, staff do not encourage children to do things for themselves, or make some resources more accessible to children to extend their learning and independence.  The managers reflect on teaching practice but this is not rigorous enough to identify all

p.1

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

areas for improvement, or to ensure that all statutory requirements are met.

p.1

It has the following strengths

 Staff form positive relationships with children, and children feel safe and secure in their care, which supports their emotional well-being effectively.  Children are confident, gain good social skills and behave well.  Children of all ages develop a good awareness of numbers and counting through a variety of activities that they enjoy.

p.1

What the setting needs to do to improve further

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

p.2

Due Date

 ensure that assessment of all children's progress is precise, to help them make consistently good progress, and implement the progress check carried out for children between the ages of two and three years effectively 10/07/2016

p.2

Due Date

 monitor staff practice effectively to ensure that teaching is of a consistently good standard 10/07/2016

p.2

Due Date

 provide staff with more opportunities to keep their knowledge and skills up to date. 10/07/2016

p.2

Due Date

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

p.2

Due Date

 seek more detailed information from parents about children's learning and development on entry, to plan more effectively for children's learning from the start  provide more opportunities for children to develop their independence skills during free play and routine times  make effective use of self-evaluation to ensure that statutory requirements are met and all areas for improvement are identified.

p.2

Inspection activities

 The inspector had a tour of the areas used for childminding.  The inspector spoke with staff, children and parents to gain their views.  The inspector examined a sample of policies, documents and children's records.  The inspector observed children and staff during play and carried out a joint observation with both managers.  The inspector discussed the setting's self-evaluation process.

p.2

Effectiveness of the leadership and management requires improvement

The managers do not review their practice thoroughly to ensure that all requirements are met. For example, they do not ensure that a required check has been completed for all children aged between two and three years to monitor children's progress effectively. Safeguarding is effective. For example, rigorous recruitment procedures are in place and staff understand the procedures to follow if they have concerns for a child's welfare. The managers observe teaching practice and provide some supervision and basic support to help make improvements. However, the monitoring of staff practice is not effective enough to ensure teaching is consistently good. Staff attend some training; however, managers do not provide staff with opportunities to keep up to date with all changes. The providers gain parents' and children's views to help guide improvements.

p.3

Quality of teaching, learning and assessment requires improvement

Children make suitable progress in their learning. On occasions, teaching is effective as staff encourage children to persevere with tasks and they manage their varying needs well. For instance, staff teach pre-school children to develop their problem-solving skills as they learn to mix colours, and encourage babies to develop their physical skills and repeat words. Staff routinely observe and assess each child and devise some next steps in their learning. However, assessments are not precise enough to ensure that all children, including those who are learning English as an additional language, make good progress. Staff talk with parents when their children first start. However, they do not involve parents fully at this time, to gain sufficient information about children's development to plan for their learning effectively from the start. Nonetheless, staff share children's achievements daily with parents to extend their learning at home and ask parents to share what they

p.3

Personal development, behaviour and welfare require improvement

Staff provide children with healthy meals and daily opportunities for fresh air and exercise. The children develop an awareness of good hygiene routines. However, staff do not consistently support children to develop their independence at routine times, or increase opportunities for them to make greater choices in their play. Children develop an awareness of keeping themselves safe. For instance, they take part in evacuation drills. They learn about the world around them through a variety of activities. For example, they learn about different cultures and explore a good range of early technology.

p.3

Outcomes for children require improvement

Overall, children, including those who are learning English as an additional language, are motivated to learn and make steady progress. They develop confidence and some of the key skills they need for future learning. For example, they develop an awareness of numbers and early literacy, which helps to prepare them for school.

p.3

Setting details

Unique reference number EY419006 Local authority Slough Inspection number 1028489 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 39 Number of children on roll 43 Name of provider Little Boppers Day Nursery Partnership Date of previous inspection 9 October 2013 Telephone number 01753 546249

p.4

Setting details

Little Boppers Day Nursery registered in 2011. It is situated in Slough, Berkshire. The nursery is open between 7am to 7pm each weekday, all year round. The nursery has nine members of staff, including the managers, who work with the children. Of these, all but one hold early years qualifications from level 2 to level 5. The setting receives funding for the provision of free early years education to children aged two, three and four years.

p.4

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.

p.4

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.

p.4

Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Setting details

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5