Primary Colours Day Nursery

Primary Colours Day Nursery 57 Montpellier Terrace, Cheltenham, Gloucestershire, GL50 1UX

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Inspection date

Previous inspection date 27 October 2016 9 June 2016

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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:

 The provider, who is also the manager, does not make good use of monitoring, mentoring and coaching to ensure staff use their knowledge of how children learn effectively. Planned activities fail to help children make good developmental progress.  Staff working with the youngest children are kept busy with routine tasks and struggle at times to implement plans to extend the babies' and toddlers' learning.  Children do not receive clear messages to help them understand the routines and adapt to different situations during the day. This affects the quality of their play experiences.  Staff do not make the most of the learning potential of the outdoor area, particularly for children who learn better outdoors.  The provider does not routinely seek the opinions of parents about aspects of the provision other than children's learning and development to help make improvements.

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It has the following strengths

 Staff share information about children's learning and development well with parents. Children benefit from consistent experiences at home and in the setting.  The friendly staff provide welcoming and inviting play environments. Children are settled, happy and well-behaved.  The provider has made positive changes to the provision since the last inspection. For example, all staff have completed first aid training and the provider has checked they all have good knowledge about how to keep children safe.

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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 monitoring of practice and the use of mentoring and coaching of staff to make better use of their teaching skills and knowledge, to ensure planning for all children's learning and development is effective 31/12/2016

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Due Date

 provide greater support for younger children to help them learn in ways that meet their individual needs and help them to make good progress in their development. 31/12/2016

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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

 provide better support to help children understand the routine of the day and know what is expected of them at different times  make better use of all learning environments so children can learn in ways that meet their individual needs  build on the partnership with parents to encourage their involvement in the evaluation of the effectiveness of the provision and identification of improvements to benefit the children.

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Inspection activities

 The inspector observed children's indoor play activities and assessed the quality of teaching.  The inspector sought the views of parents spoken to during the inspection.  The inspector spoke with staff and children at appropriate times during the inspection.  The inspector held a meeting with the provider to discuss her management of the nursery.  The inspector sampled documentation, including children's records, policies and procedures, accident records, risk assessments, planning and self-evaluation.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. Since the last inspection, extra security measures have been implemented, for example, all external doors are now alarmed and only one entry door is used by parents, staff and visitors. All childcare staff have completed first aid training to help ensure any accidents can be responded to quickly. The provider checks that staff know how to keep children safe. She uses feedback from staff to make improvements. For example, they have improved the way they monitor children's progress and share this well with parents. However, the manager does not monitor the effectiveness of activity planning or support staff to use their teaching skills and knowledge to support children's learning and development more effectively.

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Quality of teaching, learning and assessment requires improvement

Staff observe and assess children's progress to identify the next steps for their learning. However, they do not plan effectively for the older children. Planning has been changed frequently and staff are not always clear about what children need to learn next. Interruptions during planned activities also hinder children's learning. Some children do not get the extra support they need and others are not suitably challenged. Babies and toddlers have to wait while others are changed or settled before staff can play with them. Overall, staff interact positively with the children and most children engage in purposeful play. For example, children enjoy looking at books and staff encourage older children to explore scenes and characters from favourite books and make up new stories. Staff support younger children's physical development and encourage their exploration.

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Personal development, behaviour and welfare require improvement

Staff encourage children's independence to help prepare them for school but do not remind them about changes that are part of the routine. This sometimes means that children's play is interrupted. Staff support babies', toddlers' and children's emotional needs, for example, by offering praise and reassurance, helping children to feel safe and secure. Staff teach children to respect others and children learn about cultural festivals. For example, children taste foods from different countries and listen to songs associated with the celebrations. Staff teach children about healthy eating and good hygiene. Children are keen to wash their hands and feed the 'monster' bin with their paper towels.

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Outcomes for children require improvement

Children develop some useful skills to assist them in the next stage of their learning but they are not suitably challenged to make more rapid progress. They gain independence, for example, they serve their own food at mealtimes and use appropriate cutlery confidently. Older children are developing their early writing and counting skills.

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Setting details

Unique reference number EY490792 Local authority Gloucestershire Inspection number 1054882 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 34 Number of children on roll 29 Name of registered person Elizabeth Hunt

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reference number

Date of previous inspection 9 June 2016 Telephone number 01242 250550

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reference number

Primary Colours Day Nursery registered in 2015 under new ownership. It operates in Cheltenham, Gloucestershire. It opens from 7am to 6pm, Monday to Friday, all year round. The setting employs seven staff; one is a qualified early years teacher and four others hold appropriate early years qualifications. The nursery is in receipt of funding for children aged two, three and four years.

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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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