Giddy Zebras Childcare

Giddy Zebras Childcare St. Gregorys Church, Swarcliffe Drive, LEEDS, LS14 5AW

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Inspection date

Previous inspection date 19 September 2016 28 April 2016

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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

 The manager has worked tremendously hard to fully address all actions and recommendations from the last inspection. She has developed good self-evaluation systems and accurately assesses the quality of the setting. The manager and staff are committed to the continued improvement of the setting.  Children who have special educational needs or disability are supported extremely well. Staff work very closely with a range of other professionals and outside agencies. This helps to ensure that children's individual developmental needs are fully supported through a shared and consistent approach.  Partnerships with parents are strong. Parents are involved in helping to establish where children are in their learning when they first start to attend. Staff work closely with parents and give advice to help them encourage their children's learning at home. Parents speak highly of the support that they and their children receive.

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This provision is good

 Staff effectively support babies' and children's emotional well-being. This starts with flexible settling-in sessions to meet the individual needs of children and their families. The strong key-person system provides consistent and caring support for every child at the setting. This helps children to develop secure attachments and a strong sense of security.

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It is not yet outstanding because:

 On occasion, staff working with the most-able children do not always extend their learning far enough, in order to help ensure they are fully challenged to achieve their highest potential.  Children are not encouraged to develop their self-help skills during daily routines.

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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

 provide the most-able children with an even greater level of challenge during activities that helps them achieve their highest potential  make the most of opportunities that promote self-help routines with children and develop their independence to the highest level.

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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 a joint observation with the deputy manager.  The inspector checked evidence of the suitability and qualifications of staff working with the children.  The inspector spoke to the manager, deputy manager, staff and children at appropriate times during the inspection. She also spoke to the local authority quality improvement adviser.  The inspector held a meeting with the manager. She checked policies and procedures and discussed the setting's self-evaluation documentation.  The inspector took account of the views of parents spoken to on the day of the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All staff are trained in child protection and have a secure understanding of how to keep children safe from harm. The manager provides regular supervision meetings for staff and identifies professional development opportunities to help improve their practice. This mostly has a positive impact on the quality of teaching and children's learning. The manager monitors individual children's learning regularly and has a clear overview of their development. This helps to establish the progress they are making and identify areas where progress may be less than expected. The manager is proactive in searching for and providing specific support for children when needed. She is a good advocate for all children and their families.

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Quality of teaching, learning and assessment is good

Staff are qualified and have a good understanding of how children learn. Overall, they make accurate assessments of children's development and plan interesting activities to move them on in their learning. Staff have developed resource areas to help promote children's independent mathematical and literacy skills. Children enthusiastically count and join in singing mathematical songs, demonstrating their growing understanding of subtraction. Staff capture opportunities to support children's literacy development. Older children name animals and confidently identify the initial letter sounds they begin with. Children persist in mixing ingredients together to make dough. Staff extend children's understanding of how the materials change when water is added. Babies enjoy their explorations and investigate what they can do with a range of wooden objects.

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Personal development, behaviour and welfare are good

The manager has created a well-organised, welcoming and stimulating environment for children. Staff promote an inclusive environment. They celebrate diversity and value children as the unique individuals they are. Staff provide a zoned area specifically for babies to help ensure their safety. In addition, a new system has been introduced for monitoring sleeping babies to help further assure their safety. The chef provides children with healthy, well balanced and nutritious meals and snacks. Children's individual dietary needs are catered for very well. Children spend lots of time in the well-resourced outdoor environment. This helps to promote their physical well-being. Staff encourage children to build their physical skills. They climb and balance on the large tyres, ride wheeled toys with skill and connect long pipes together. Children's good behaviour is effectively supported through the clear expectations that staff provide for them.

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Outcomes for children are good

All children make good progress from their starting points, including children who have special educational needs or disability and children who speak English as an additional language. Children are interested and motivated in their learning. They talk to visitors and are assertive when asking them a range of questions. Children demonstrate a good knowledge of songs and rhymes. All children are developing the dispositions and attitudes they need for the future, including starting school.

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Setting details

Unique reference number EY496811 Local authority Leeds Inspection number 1050819 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 - 12 Total number of places 50 Number of children on roll 65 Name of registered person Giddy Zebras Limited

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reference number

Date of previous inspection 28 April 2016 Telephone number 01132640836

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reference number

Giddy Zebras Childcare was registered in 2015. The setting employs 18 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 3 or above. The setting opens Monday to Friday all year round, apart from a week at Christmas. Sessions are from 7.30am until 6pm. The setting 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

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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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