Apple Kids Nursery

Apple Kids Nursery 134 Broadway, Peterborough, PE1 4DG

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Inspection date

Previous inspection date 16 June 2016 17 December 2015

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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

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

 Staff's assessment of what children know and can do is not accurate. Experiences planned to support children's next steps in learning do not reflect their abilities or support them in all areas of learning.  Although management has begun to monitor children's welfare and learning, these systems are not rigorous enough to identify patterns in order to make changes to improve outcomes for children.  Staff do not allow children the opportunity to identify solutions for themselves during play. This limits their ability to think critically.  Staff do not give children enough opportunities to use resources in imaginative ways.

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It has the following strengths

 Children are happy and settled. They have formed good relationships with staff and other children. This helps to support their confidence and emotional well-being.  Staff and parents work well together to support children's learning and individual needs. For example, parents do activities at home that are suggested by the nursery staff.  Staff provide many opportunities to support children's mathematics skills. For example, while filling and pouring water, staff use words such as ‘full’ and ‘empty’ to help their understanding of the concept of measurement.

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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

 improve the assessment of children's learning in order to ensure opportunities planned to support children's next steps are matched to their abilities. 30/09/2016

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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

 embed monitoring procedures to support the management of the setting and children’s learning  encourage children to think about how they can solve problems and complete tasks independently with their friends  review the way activities are set up so that children can use resources in their own creative ways.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside.  The inspector spoke to a small selection of parents during the inspection and took account of their views.  The inspector completed two joint observations with the manager.  The inspector held a meeting with the provider and manager. She looked at relevant documentation, such as the provider's monitoring systems and evidence of the suitability and qualifications of the staff working in the nursery.

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Effectiveness of the leadership and management requires improvement

The nursery has worked in partnership with the local authority to address a number of weaknesses from the previous inspection. Safeguarding is effective. A robust recruitment procedure has resulted in suitability of staff being thoroughly checked. Staff are able to identify the signs and symptoms of abuse and know how to pass concerns on to the relevant agencies. While the owner and manager have implemented some monitoring systems, these are yet to be fully embedded and therefore have little impact on children’s welfare and learning. The manager sufficiently monitors staff performance through regular supervisions and appraisals, and discusses any plan for their continuous development. Staff attend training to help improve outcomes for children, such as ways to promote children's communication skills.

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Quality of teaching, learning and assessment requires improvement

A strong focus is made on developing communication and language, particularly for children who speak English as an additional language. Staff speak clearly and repeat what children say so that they are understood. While staff make assessments on children’s learning and identify appropriate next steps in their learning, the activities to support children’s achievements are not well matched. This means that activities and experiences planned for children do not always take account of their individual needs to address any gaps in their learning. Staff play with children down at their level, talking to them about what they are doing. This supports quieter children to join in play with their friends. However, staff give children answers instead of allowing them to think about the solutions themselves. Toddlers enjoy singing sessions as they move their whole bodies and join in familiar words.

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Personal development, behaviour and welfare require improvement

There is an appropriate amount of resources for children to choose from which promotes their positive behaviour and supports their concentration. However, staff do not always set the activities up in a thoughtful way. For example, a beam put across a puddle entices children to balance and splash, however, children are instructed to come out of the puddle in case they get too wet. This limits children’s imaginations. Staff provide a safe and welcoming environment. Therefore, children are secure and confident to explore. Children are learning how to keep themselves safe by going up and down the stairs holding on to the rail and waiting for the person in front. Toddlers demonstrate a clear attachment to their key person as they cuddle in to them for support.

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Outcomes for children require improvement

Children make steady progress because activities do not suitably address their next steps. Despite this, children are confident, inquisitive and eager to learn. Children show independence skills that are appropriate for their age. For example, pre-school children serve their own lunch. Older children spend time drawing pictures and toddlers use their hands to explore messy materials. These activities help children to strengthen their finger muscles needed for writing at school.

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Setting details

Unique reference number EY488550 Local authority Peterborough Inspection number 1045182 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 5 Total number of places 38 Number of children on roll 51 Name of provider Apple Kids Nursery Limited Date of previous inspection 17 December 2015 Telephone number 01733 551020

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Setting details

Apple Kids Nursery was registered in 2015. It is situated in Peterborough, Cambridgeshire. The nursery employs seven members of childcare staff. Of these, five hold appropriate early years qualifications at level 2 and above. The nursery opens from Monday to Friday all year round, apart from a week between Christmas and New Year. Sessions are from 7.30am until 6pm.

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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

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Setting details

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Setting details

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Setting details

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