Oxford Day Nursery

Oxford Day Nursery 35 Sherbourne Road, Acocks Green, Birmingham, B27 6DX

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Inspection date

Previous inspection date 7 June 2016 11 June 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Leaders and staff have successfully overcome weakness identified at the previous two inspections. They effectively monitor and check the quality of provision. Consequently, all aspects of provision are now good.  Leaders share ambition for the nursery's continued success. They have good capacity to make further improvements.  Staff provide consistently good teaching and they effectively support children’s learning in all areas. For example, children play in the mud kitchen which provides them with opportunities to incorporate scientific and mathematical explorations as they experiment with the consistency of mud and learn to measure, weigh and count natural ‘ingredients.’  Most children start the setting when they are babies and toddlers with skills and abilities typical for their age. They make at least typical progress, and some make good progress as they move through the nursery. By the time they leave, many children have

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This provision is good

completed most of the early learning goals. Consequently, they are well-prepared for moving on to school.  Children’s behaviour is good. Staff provide the children with gentle reminders; this is all that is needed to help children to adjust their behaviour. Essential values of tolerance, respect, and rule of law, are all well embedded in the nursery’s ethos and practice.  Staff implement effective settling-in arrangements. They ensure that babies and small children receive sensitive emotional support and easily adjust to nursery life.

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It is not yet outstanding because:

 Some boys' in the pre-school room are reluctant writers. Staff have yet to consistently provide activities that secures boys interest in practising their writing skills.

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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

 develop further opportunities to encourage and support boys' independent writing skills.

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Inspection activities

 The inspector reviewed the improvements that the leaders have made since the last inspection and their plans for future improvement.  The inspector observed children during a range of play and learning activities in the designated play areas, including outdoors. The inspector carried out two joint observations with the nursery manager.  The inspector held meetings with the leaders and staff.  The inspector looked at a range of documentation including children's learning journals and staff's planning of children's learning and development activities.  The inspector checked evidence of the suitability of all staff working at the premises, and the professional qualifications and training of leaders and staff.  The inspector took account of the views of parents and those of children spoken to on the day of the inspection.  The inspector explored the safeguarding arrangements, the security of the premises

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Inspection activities

and how effectively the leaders have identified and taken steps to minimise any potential risks.

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Effectiveness of the leadership and management is good

Leaders' self-evaluation is accurate and takes into account the views of parents, children, staff and key partners. Leaders work effectively with the local authority to enhance the teaching and care practice. Performance management arrangements are highly effective. Leaders provide staff with good-quality support, supervision and training. Consequently, staff are well qualified and have the necessary skills and abilities to meet the children’s needs. The arrangements to safeguard children are effective. Staff know the procedures to follow if they are concerned about a child’s welfare. Parents are actively involved in their children’s learning. Relationships between parents and staff are very trusting and respectful.

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Quality of teaching, learning and assessment is good

Staff make good use of their accurate assessments of the children’s learning to plan a wide range of enticing activities across all areas of learning. Staff skilfully support children’s communication, language, literacy and mathematical development. For instance, in the water tray, toddlers develop their understanding of shapes, space and measure using different sized containers and numbered water toys. Staff provide a literacy rich environment. Pre-school girls are avid writers. They eagerly practise writing their names and those of other children on whiteboards using good quality writing tools. In contrast, boys in the pre-school room show less interest in writing and do not routinely practise their writing skills. However, staff support all children’s early literacy well throughout the setting. Younger children love to sing favourite rhymes and songs and they sound out beats and rhythms using shakers they have made themselves.

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Personal development, behaviour and welfare are good

Babies and children’s physical, personal, social and emotional needs are well met. They are happy, and settled in the care of trusted staff. Children with disabilities and special educational needs do well in their learning. Coordinated and effective partnership working with key agencies ensures these children's needs are effectively assessed and addressed. Consequently, they make initial rapid progress and catch up with their peers. Children’s attendance is good. They arrive at the setting full of enthusiasm and eager to learn; they are confident and motivated learners. Children are taught skills and behaviours that help them to be kind and caring; they take turns and learn to share.

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Outcomes for children are good

Both boys and girls access all activities and there are no discernible differences in their learning experiences, attainments and progress with the exception of writing. By the time they move on to school, many children have completed most of the early learning goals. Outdoors, in the well-equipped garden, children make good use of the natural world. They learn important life skills, where they discover new plants, animals and insects, and where they explore and experiment with new ideas. Children are physically challenged as they skilfully negotiate narrow stepping blocks that climb the small hill over the tunnel.

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Setting details

Unique reference number EY427931 Local authority Birmingham Inspection number 1051999 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 - 8 Total number of places 60 Number of children on roll 70 Name of registered person Shezad Inayat

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reference number

Date of previous inspection 11 June 2015 Telephone number 0121 764 5535

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reference number

Oxford Day Nursery was originally established in 1993 and was re-registered to its current owner in 2011. It is one of two nurseries owned by the same provider. The nursery employs 13 staff members including two managers and a cook. The managers hold childcare qualifications at level 6 and level 4, and seven childcare staff hold appropriate early years qualifications at level 3. The nursery opens Monday to Friday, all year round, with the exception of bank holidays. The nursery supports children with special educational needs and those who speak English as an additional language. The nursery receives funding to provide education for two-, three-and-four-year-old children.

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

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