Peek-A-Boo Day Nursery

Peek-A-Boo Day Nursery 1 Cambridge Street, Batley, West Yorkshire, WF17 5JH

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Inspection date

Previous inspection date 14 October 2016 22 October 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

 The nursery has a strong staff team. Managers complete robust self-evaluation that identifies strengths and weaknesses in practice. Focused professional development is helping all staff to continue to build on their knowledge and skills.  Additional funding is used effectively to support the needs of the most disadvantaged children. The nursery has excellent partnerships with other professionals. Staff work closely with them to provide high levels of support for children and to keep them safe.  Children who are getting ready to move on to school are very well prepared. They have strong mathematics and literacy skills. They have good social skills and are confident to share their ideas and knowledge.  Some staff provide outstanding learning opportunities for children. They are enthusiastic and their passion for teaching makes learning fun. They capture children's interests and motivate them. For example, children who have English as an additional

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This provision is good

language enjoy practising rhythms in language during lively story sessions.  Babies are happy and settled. They have strong bonds with key persons and enjoy good interactions that support their emotional well-being. For example, staff sing to children quietly while cuddling them and giving them their milk.

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It is not yet outstanding because:

 Although, partnerships with parents have greatly improved, information about what children are learning at home is not shared consistently.  On occasions, staff do not help children to make connections between their different learning experiences. For instance, they do not encourage them to think about how their role play links to their own first-hand experiences.

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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

 strengthen partnerships with parents and find out more information about what children are learning at home  support children to make connections between their different learning experiences.

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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 held a meeting with the deputy manager. She looked at relevant documentation, including the 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 is good

The nursery has a strong management team. It has successfully addressed previously identified weaknesses. The provider seeks the views of parents and works with the local authority to continually evaluate the nursery's practice. She uses this feedback to make changes. For example, all rooms are now well organised with a broad range of easily accessible resources. Staff complete home visits for new children. This enables key persons to meet children in familiar surroundings and to find out information about children's stage of development. This means children's care and learning are tailored to their individual needs from the start. The provider closely monitors the progress of individual children and groups of children. Information about children's development is frequently shared with parents and other providers. Safeguarding is effective. Procedures to protect children are implemented successfully. Staff have a very good understanding of

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Effectiveness of the leadership and management is good

how to keep children safe. Robust recruitment helps to check that all staff are suitable to work with children.

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Quality of teaching, learning and assessment is good

Assessments of children's progress are detailed and provide an accurate overview of their development. Parents enjoy sessions where they can join in with their children's learning. Staff give them resources and ideas to continue their children's learning at home. The nursery day is planned well to provide a good balance of adult-led activities and child- initiated play. Communication and language are promoted very well. Babies smile and babble in response to interactions with staff. Toddlers enjoy playing with water. Staff support their understanding of early mathematics as they explore weights and measures.

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Personal development, behaviour and welfare are good

Positive behaviour is promoted as staff recognise and praise good behaviour. They give children clear guidance about right and wrong. Good health and hygiene practices are promoted through everyday routines. Children enjoy outdoor play in all weathers where they develop their physical skills. Staff encourage independence and perseverance as they help children to pedal and steer. Staff support children to understand the simple rules that are in place to keep them safe. Children are happy as they explore and are confident to share their learning with visitors. They show pride as they talk about their work and the friends and family who are in photographs with them.

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Outcomes for children are good

Children who are making slower progress soon catch up. Children who are exceeding their expected targets are challenged to learn more. Pre-school children learn to tell the time and are beginning to read simple words and sentences. All children freely access a wide range of resources and make choices about their play. They are keen learners and demonstrate high self-esteem. Children enjoy each other's company. They are learning to be considerate and play cooperatively. This helps them to make firm friendships. Children are learning to respect and embrace each other's differences. They explore their community, such as visiting the local market. They begin to understand that families are different.

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Setting details

Unique reference number EY281796 Local authority Kirklees Inspection number 1074125 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 - 4 Total number of places 52 Number of children on roll 38 Name of registered person Chuckles Day Nursery Limited

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reference number

Date of previous inspection 22 October 2015 Telephone number 01924 477717

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reference number

Peek-A-Boo Day Nursery was registered in 2004. The nursery employs 12 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 3 or above, including the manager who has early years professional status. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery 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

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