Hand in Hand Day Nursery

Hand in Hand Day Nursery 301 Reservoir Road, Erdington, Birmingham, B23 6DF

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Inspection date

Previous inspection date 9 June 2016 28 June 2013

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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

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

 Management does not monitor and develop the quality of staff's knowledge, skills and practices well enough to consistently maintain good standards.  Staff do not always identify clear starting points for children's learning. They do not use what parents know or their own observations to establish what children already know and can do when they first start. Ongoing assessments of children's progress are not always precise enough to help staff plan as effectively as possible for children's future learning.  Staff have not given enough consideration to how they can help children who prefer to play and learn outside to make consistently good progress.  Systems for evaluation are not robust enough to identify and address weaknesses in practice or to raise the quality of the provision to a good level.

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It has the following strengths

 Babies form secure attachments with their key person. Staff hold regular discussions with parents so they know how to meet each child's individual care needs.  Staff provide appropriate praise and encouragement and help toddlers to feel good about themselves. Children explore their environment freely and demonstrate good levels of confidence.  Pre-schoolers are comfortable and confident in their surroundings. They develop positive friendships with other children and adults. This contributes to children's emotional well-being.  The nursery environment is bright and rich in print. Children's work is prominently displayed, which helps them to develop a positive sense of belonging.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 ensure staff knowledge, skills and practices are monitored effectively and any development and training needs are quickly identified and addressed 28/07/2016

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Due Date

 use more accurate observations and assessments of children's starting points and ongoing achievements to shape learning experiences that are precisely tailored for each individual, in order to ensure they consistently make good progress. 28/07/2016

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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

 involve parents more consistently in sharing information about what their child already knows and can do, in order to help inform the assessments of the starting points for children's learning  improve the opportunities for children who like to play and learn outdoors to make good progress in all aspects of their learning in their preferred environment  improve the process of self-evaluation so that areas of the provision that need improvement are quickly identified and targeted and the quality of the provision overall is raised.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside and assessed the impact this has on children's learning.  The inspector completed several joint observations with the nursery manager.  The inspector held a meeting with the leadership and management team. She looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

Leaders and managers do not monitor staff practice or the overall quality of the provision well enough to consistently identify where there are weaknesses and to maintain good standards at all times. The monitoring of staff's knowledge, skills and practices has not yet resulted in raising the quality of teaching to a consistently good level. Arrangements for safeguarding are effective. Suitable procedures are in place for the recruitment and vetting of staff. This helps to ensure that all staff are suitable to be in regular contact with children. Staff are aware of the signs of abuse and neglect and of the nursery's procedures for reporting any concerns about children. There are appropriate procedures in place for staff to work in partnership with other early years settings children attend, in order to promote a collaborative approach to their care.

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Quality of teaching, learning and assessment requires improvement

Assessments of some children's learning are not precise enough. Staff do not always use what parents know about their child's achievements to help them identify the starting points for their future learning. Not all staff use their observations of children to accurately identify what they need to learn next. As a result, the planning for children's future learning is not always effective enough to secure their good progress over time. Nevertheless, children do have opportunities to make independent choices in their play from the range of activities provided. Toddlers are beginning to develop their emerging communication and language skills. They sing familiar nursery rhymes with staff. Pre- schoolers have opportunities to be imaginative and creative. Some make constructions with plastic bricks and others use the computers. Babies explore their environment, showing the confidence gained from having their key person close by. Staff share

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Quality of teaching, learning and assessment requires improvement

appropriate information with parents about the time that their child has spent at the nursery, and parents are encouraged to support their child's learning at home.

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Personal development, behaviour and welfare require improvement

Children are happy and settled and some show growing confidence to talk to visitors. However, the weaknesses in leadership and management, as well as quality of teaching and assessment, mean that children are not always supported well enough to become highly successful learners. Children are developing positive relationships with each other. They wait for their turn to wash their hands at snack time and engage in some cooperative play with each other. There is large equipment in the outdoor play area that helps children to develop their physical skills. However, staff have not given enough consideration to how they can best support children who prefer to play and learn outdoors to make good progress in all aspects of their learning.

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Outcomes for children require improvement

Not all children are consistently supported well enough to become highly successful learners. Although children are confident, inquisitive and eager to learn, weaknesses in teaching and assessment mean that they make steady, rather than good, progress in their learning and development. Children are gaining the basic skills to support their future learning.

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Setting details

Unique reference number EY439829 Local authority Birmingham Inspection number 1028672 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 79 Number of children on roll 63 Name of registered person Birmingham YMCA

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reference number

Date of previous inspection 28 June 2013 Telephone number 0121 478 4237

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reference number

Hand in Hand Day Nursery registered in 2011. The nursery employs 15 members of childcare staff, 14 of whom hold appropriate early years qualifications at level 2 or above. The nursery opens Monday to Friday all year round, except for bank holidays. Sessions are from 7.30am to 6pm. The nursery offers funded early education for 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

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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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