Setting EY479248

Report for Childcare on Domestic Premises

p.1

Inspection date

Previous inspection date 12 May 2016 Not applicable

p.1

3

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

p.1

3

Outcomes for children Requires improvement

p.1

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

 Children are not fully supported in making as much progress as possible. Staff do not consistently use ongoing observations and assessments well enough to track children's development effectively. This does not help them plan consistently across the nursery and to match activities to further challenge children's learning styles.  The manager does not effectively use supervision of staff to help monitor the quality of teaching and continually raise standards.  The management team's self-evaluation is not strong enough to identify and effectively target all areas for improvement.  Staff do not always explore further ways to be more successful in encouraging and guiding parents to have a shared approach to children's learning from nursery to home.

p.1

It has the following strengths

 The environment is bright, welcoming and well resourced. Children are happy and enjoy their time at the nursery. Staff support children's awareness of others and safety in their play activities.  The system to recruit and check the suitability of staff is good.  Staff help children to develop good personal, social and emotional skills that support children's positive behaviour.

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 all staff fully understand the methods of tracking children's progress to provide accuracy and enable them to precisely and consistently plan activities that challenge and meet children's individual needs 23/06/2016

p.2

Due Date

 develop rigorous monitoring and evaluation of teaching practice. 23/06/2016

p.2

Due Date

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

p.2

Due Date

 make better use of ongoing self-evaluation to more accurately identify areas of practice that require improvement  build on partnerships with parents and explore more ways to involve them in supporting their children's learning at home.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. She also carried out two joint observations with the manager.  The inspector looked at children's assessment records and the planning documentation. She also discussed the children's progress with the manager and staff.  The inspector had a tour of the areas used by children. She held meetings with the manager and owner of the nursery at appropriate times during the inspection.  The inspector looked at evidence of staff suitability. She also looked at a selection of policy documents, including the safeguarding policy.  The inspector spoke to a small section of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management requires improvement

The management team is keen to make changes and has introduced new methods of observing and tracking children. It is also planning to widen learning choices for children outdoors. However, not all methods for improvement and self-evaluation are fully embedded or effective, particularly with regard to the monitoring of teaching. The manager ensures staff hold appropriate qualifications and attend training, and she supports new staff well. Safeguarding is effective. Staff complete essential training and they understand the procedures well to safeguard children's welfare. The manager works with staff to risk assess the environment, to help to ensure areas in the nursery are safe.

p.3

Quality of teaching, learning and assessment requires improvement

The differing abilities of staff reflect on children's individual progress. The lack of consistency in practice and planning in the two children's rooms means that some children are making better progress than others. Staff provide a range of interesting resources that children enjoy. For example, toddlers develop their hand-to-eye coordination skills using pincers to pick up soft spaghetti. Also, the colour matching games help children's problem- solving skills using colour as guidance. However, some activities that staff lead, such as story time for older children, are not well planned to challenge their thinking. Staff engage parents in discussions about their children's day and invite parents for meetings to review their children's overall progress. However, they do not always encourage parents to share information about their children's achievements at home.

p.3

Personal development, behaviour and welfare are good

The key-person system works well and offers settled relationships for children. The inclusive ethos of the nursery supports children's respect of others. Children have opportunities to gain a good understanding of diversity through a range of activities, discussions and resources. For example, staff support children well who speak English as an additional language. Staff offer regular praise and encouragement as children play. Children are friendly and are learning to take turns and share. Children develop new skills in their independence. For example, children help to prepare tables for mealtimes and tidying up afterwards. Children's dietary needs are met and staff ensure they have a varied menu with food that children enjoy, to help support children's physical well-being.

p.3

Outcomes for children require improvement

Despite the inconsistencies in the quality of teaching, most children make steady progress. Children learn positive social skills and are learning through their play. Toddlers develop their concentration skills and remain interested, such as when discovering snails in the garden. Children are learning independence, such as seeing to their personal care needs. This contributes towards children's preparation for school.

p.3

Setting details

Unique reference number EY479248 Local authority Lewisham Inspection number 996441 Type of provision Full-time provision Day care type Childcare - Domestic Registers Early Years Register Age range of children 1 - 4 Total number of places 25 Number of children on roll 32

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

Sunshine Day Nursery opened in 2012 and re-registered in 2014. It operates from two large rooms on the ground floor of a house in Catford, in the London Borough of Lewisham. The nursery is open each weekday from 8am to 6pm, for 50 weeks of the year. There are seven staff who work with the children; of these, five hold relevant early years qualifications. The nursery provides funded early education for children aged three and four years. It supports children who speak English as an additional language.

p.4

Telephone number

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

Telephone number

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

Telephone number

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

Telephone number

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

p.5

Telephone number

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

p.5