The Daneshill Nursery

The Daneshill Nursery 1 Daneshill Road, Leicester, Leicestershire, LE3 6AN

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Inspection date

Previous inspection date 31 May 2016 13 December 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

 Staff's sound knowledge and understanding of how each child develops and learns ensure that children are well supported to reach the next stage in their learning. Observation and accurate assessment lead to planning for future learning that is based on a broad knowledge of each child's stage of development and interests.  The leadership and management team effectively evaluates practice in order to secure continuous improvement.  The partnerships with parents are highly effective with regard to sharing information and working together to ensure that each child's care and learning needs are continually well met.  Children's emotional security is given a very high priority. Staff create a warm and welcoming environment for children and parents, and relationships between staff and children are strong.  Children's physical development is consistently extended through the variety of opportunities provided for them to practise control of their bodies and extend their

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This provision is good

manipulative skills.  Children's mathematical knowledge is extended effectively by staff as part of daily routines and through focused activities.

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It is not yet outstanding because:

 Not all staff support children's independent and spontaneous drive to explore and find things out for themselves. Planning does not take full account of accessibility to a wider range of media and materials to build on their learning.  Staff do not always prioritise opportunities for children to put their own thoughts into words when talking with them.

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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

 support staff in being more alert to recognising the need for children to independently and spontaneously explore and investigate a wider range of media and materials  enhance children's thinking skills, giving them more time to put their own thoughts into words while talking with them.

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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 joint observations with the manager and the early years professional.  The inspector held meetings with the provider, early years professional, early years teacher and manager. She looked at relevant documentation and evidence of the suitability and qualifications of staff working in the setting.  The inspector spoke to a selection of parents and took account of their views, as well as the written views of other parents.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. Procedures for staff recruitment, selection and induction are clear and vetting procedures for staff meet requirements. Regular training on safeguarding children is given a very high priority and staff are fully aware of their roles and responsibilities in protecting children from harm. Views from staff and parents are obtained as part of effective self-evaluation procedures. The early years professional and the manager regularly observe staff practice in order to identify strong practice and areas where improvement could be made. This is discussed during staff supervision meetings, and targeted training needs are identified. Recent training has helped staff to extend their understanding of the different needs of two-year-old children and the learning preferences of some boys. Staff work successfully with other professionals to ensure that children with special educational needs receive the support

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Effectiveness of the leadership and management is good

that they need. Strong links are made with other early years providers to ensure continuity of care and learning for children.

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Quality of teaching, learning and assessment is good

Staff ensure that they are aware of children's starting points for learning. They track children's ongoing progress and, in partnership with parents, plan effectively for the next stage in their learning. Older children chat happily with staff and with their friends. They are able to recognise and write their names and they are learning to link sounds and letters. All children have access to a good variety of books. Young children practise their good manipulative skills while they mould and use tools to cut dough. They notice the marks they make as they manoeuver toy vehicles through coloured rice. Staff provide babies with a wide range of resources and experiences for sensory exploration. Babies happily communicate through gestures, expression and the sounds of their voices, and staff interpret their needs successfully.

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Personal development, behaviour and welfare are good

Children play in a welcoming environment and they are happy and settled. Their emotional security begins with a good settling-in procedure that is agreed with parents. Children's 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'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

Children acquire the skills and the capacity to learn that they need to reach the next steps in their development. Their learning continually builds successfully on what they already know and can do. Children make good progress in readiness for their move on to school. Children are enthusiastic learners and express themselves confidently. Pre-school children are independent in managing their self-care needs. Pencil control is developing well and they make very good progress in their mathematical development.

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Setting details

Unique reference number 226966 Local authority Leicester City Inspection number 1042020 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 34 Number of children on roll 58 Name of registered person Daneshill Nursery Limited

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reference number

Date of previous inspection 13 December 2011 Telephone number 0116 2530856

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reference number

Daneshill Nursery was registered in 1986. The nursery employs nine members of childcare staff. Of these, eight hold appropriate early years qualifications ranging from level 3 to level 6, including one with early years professional status and one with early years teacher status. The nursery opens from Monday to Friday for 51 weeks of the year. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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reference 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.

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reference 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.

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reference number

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

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