Chuckles Day Nursery

Chuckles Day Nursery Lime Grove, Solihull, B37 7PY

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Inspection date

Previous inspection date 11 August 2016 Not applicable

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Inadequate 4

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This inspection: Inadequate 4

Outcomes for children Requires improvement

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This provision is inadequate

 The interests of children and their families are not promoted well enough. Key persons do not always ensure that the care provided is tailored to meet each family's needs.  Staff are not supported well enough in their roles. They do not fully understand their responsibility to promote children's welfare and provide good quality learning experiences.  Partnerships with parents are not always successful. Information about children's individual needs is not always shared between the setting and home. Furthermore, parents' requests for the care of their children are not always adhered to or followed. Children do not consistently benefit from continuity in their care and learning.  Leaders and managers do not follow the complaints process for the setting appropriately. They do not investigate written complaints in a timely way in order to notify the complainant of the outcome.  Babies and young children do not make consistently good progress. Staff do not always

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This provision is inadequate

make good use of observation and assessment to provide activities which will enhance and support their individual learning needs.  Leaders and manager's overview of the quality of the provision is not good enough. Self-evaluation and monitoring processes do not ensure that all the weaknesses are identified and swiftly addressed.

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It has the following strengths

 Children generally enjoy their time at the setting. The environment is bright, welcoming and well laid out.  Children learn about respect, tolerance and acceptance. Staff promote equality and diversity. Children's backgrounds, cultures and languages are valued and celebrated.

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What the setting needs to do to improve further

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

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Due Date

 develop the key person system and develop relationships with children and their families to ensure that the care provided is tailored to promote their interests and meet their individual needs 30/09/2016

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Due Date

 improve the arrangements for the supervision of staff and ensure that staff fully understand their roles and responsibilities in order to promote children's welfare effectively and provide good quality learning experiences 30/09/2016

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Due Date

 improve partnerships with parents to establish a two-way flow of information about children's care and learning to promote continuity between the setting and home and ensure that parents requests for the care of their child are strictly adhered to 30/09/2016

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Due Date

 ensure that all written complaints are investigated in a timely way and the complainant is notified of the outcome within 28 days 31/08/2016

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Due Date

 make better use of the information obtained from observation and assessment to provide stimulating and exciting activities that meet the development and individual learning needs of babies and young children. 31/10/2016

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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

 strengthen the self-evaluation and monitoring processes and ensure that all weaknesses are identified and swiftly addressed to improve the outcomes for children and raise the quality of the provision.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside. She assessed the impact this has on children's learning.  The inspector completed a joint observation with the nursery manager.  The inspector held a meeting with the nursery 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 children and parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is inadequate

The arrangements for safeguarding are not effective. Sometimes, staff fail to ensure a two-way flow of information about children's care needs is shared with parents. Occasionally, messages given to staff from parents are not passed on, which results in staff acting against parents' wishes. This potentially puts children at risk of harm. Furthermore, on occasions when written complaints are made by parents, the management team does not always investigate and respond in a timely way. The arrangements for the supervision of staff are not good enough. Although staff attend supervision meetings and benefit from some training opportunities they still do not fully understand their roles and responsibilities. This means children's well-being is not effectively promoted and they do not benefit from consistently good quality learning experiences. The management team and staff's knowledge of child protection procedures

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Effectiveness of the leadership and management is inadequate

and safeguarding legislation is adequate. This means children are kept safe from some types of harm. The self-evaluation and monitoring processes do not help to ensure that all weaknesses are identified and swiftly addressed. Although managers do aspire to develop the provision, they are yet to take effective action to improve the outcomes for children and achieve good standards.

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Quality of teaching, learning and assessment requires improvement

Staff know children fairly well. Observation and assessments of children's learning are routinely taking place. However, staff do not make the best use of this information to promote the learning of babies and young children. Babies and young children are not consistently motivated and inspired to learn. Sometimes, they have little interest in certain activities and walk away. In addition, there are times when they are prevented from exploring and becoming absorbed in their learning as staff quickly pack an activity away or move them on to something else. Nevertheless, babies and young children enjoy opportunities to be creative and use their imaginations. Staff provide a variety of media and materials for them to experiment with, such as colouring pencils, paints, sand and water. In the pre-school room staff understand how children learn and provide suitable challenges to enhance their skills. For example, older children greatly enjoy learning about

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Quality of teaching, learning and assessment requires improvement

and investigating animals and objects that you find at the seaside. Staff ask them questions, allow them time to respond and provide explanations to enhance their learning. This helps to expand their understanding of the world. The management team has a basic overview of the progress individual children make. All children requiring additional support are offered the help they need. However, information about children's learning is not consistently shared well enough with parents. Children do not always benefit from continuity in their learning and development between the setting and home.

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Personal development, behaviour and welfare are inadequate

Children's welfare is not effectively promoted. Key persons do not always develop good relationships with children and their families in order to successfully promote their interests and needs. Occasionally, this results in parents' requests for children not to take part in certain activities, such as outings, not being adhered to. Children's emotional and physical well-being are promoted adequately in other ways. Staff are generally kind, caring and friendly. Children are settled and usually happy. This demonstrates that they feel safe and secure. Staff teach children about the importance of being healthy. For example, nutritional meals and snacks are offered, good hygiene routines are adopted and children benefit from opportunities to take exercise.

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Outcomes for children require improvement

Teaching is variable. Younger children and babies do not make good enough progress in their learning. They are not always eager to join in and have a go. They often get quickly distracted and struggle to persist with activities. Older children, however, are keen learners. They are inquisitive and make links in their learning. They are developing good literacy and numeracy skills. They can count, recognise and order numbers up to 10. They also enjoy singing familiar songs, listening to stories and making marks with a range of materials. All children are confident and are becoming quickly independent. They learn to behave well. They play nicely with others and follow simple rules and boundaries. Children are developing skills in communication and language. They learn to express themselves in a range of different ways. In the main, children are developing the skills required for the next stage of their leaning and eventual move on to school.

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Setting details

Unique reference number EY494679 Local authority Solihull Inspection number 1026638 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 11 Total number of places 130 Number of children on roll 153 Name of registered person Coleshill Heath School Governing Body

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reference number

Date of previous inspection Not applicable Telephone number 0121 779 8073

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reference number

Chuckles Day Nursery was registered in 2016. The nursery employs 24 members of childcare staff. Of these, 24 hold appropriate early years qualifications at level 2 or above, including one with qualified teacher status, two with level 4, two with level 5 and one with level 6. The nursery opens from Monday to Friday, all year round. Sessions are from 7am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children. It also supports children who have special educational needs or disability.

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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

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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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