Hoar Cross Day Nursery

Hoar Cross Day Nursery School Hill, Hoar Cross, Burton-on-Trent, Staffordshire, DE13 8RB

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Inspection date

Previous inspection date 2 November 2016 11 January 2016

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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 manager has high expectations of what all children can achieve. She demonstrates a committed approach to improving outcomes for children. Since the last inspection, she has placed a strong priority on working to improve staff's skills and knowledge.  Staff are skilled in describing what is happening and modelling language as children play. This helps to extend children's vocabulary while promoting their understanding.  Children are supported to learn through purposeful play. Staff use observation effectively to identify what arouses children's curiosity and interests in order to provide enjoyable learning experiences.  Children develop secure and meaningful relationships with staff and other children. They settle well and are emotionally secure and confident in the welcoming, nurturing environment. This is because the nursery effectively implements the key-person system.  The nursery promotes many varied ways to engage and involve parents in nursery

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This provision is good

activities. Regular communication ensures information is shared to promote continuity in children's care, learning and development.

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It is not yet outstanding because:

 Due to recent staff changes, some staff are not as highly skilled as others in consistently promoting rich and varied play and learning experiences for children.  Some activities and routines are not organised well enough to help children maintain their attention, concentrate and wait quietly at appropriate times. For example, at lunchtime children are left waiting for long periods.

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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

 build on the good systems introduced for performance management and how staff are monitored to develop their skills and attributes to further enrich practice that delivers the highest-quality provision and excellent learning outcomes for all children  organise activities and daily routines more effectively so children are better supported to maintain their attention and concentration and to wait at appropriate times.

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Inspection activities

 The inspector conducted a joint observation with the manager.  The inspector observed activities and the quality of teaching.  The inspector held meetings with the manager of the provision. She had discussions with other staff members about their roles and responsibilities, including safeguarding.  The inspector took account of the written views of parents and carers and those spoken to on the day.  The inspector looked at a selection of policies and procedures, which included safeguarding, children's developmental records, and a range of other documentation.  The inspector checked evidence of the suitability and qualifications of staff working with children, evidence of self-evaluation and the action plan.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Recruitment and induction procedures ensure that staff are well qualified and suitable to care for children. Annual appraisals and reviews ensure that the ongoing training and suitability of staff are maintained. Staff know and understand their responsibilities to respond to any concerns about a child's welfare. They are always alert to the signs that may indicate that a child is at risk of abuse or neglect. The manager monitors the assessments staff make of children's development. This helps her to identify any specific learning requirements for particular groups of children, including those who receive funded early education.

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Quality of teaching, learning and assessment is good

The staff team demonstrates a strong commitment to its work with children. Almost all staff confidently use the setting's effective systems to observe children's play. This helps staff to track the progress children are making and plan for the next steps in their learning. Babies' vocabulary is promoted as they explore the rich environment provided by staff. Staff use descriptive language, ask open-ended questions and allow time for babies to think and respond. Toddlers explore shaving foam. Staff provide a narrative for what they are doing. This helps children to understand sensory and physical exploration. Toddlers begin to identify familiar letters as they play. Staff confidently respond to children's enquiries, encouraging children to repeat the letter sounds. Staff model language very well and help children to use a pencil to draw and write with purpose.

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Personal development, behaviour and welfare are good

Staff are good role models. They encourage children to do things for themselves. Children confidently ask for help when needed. Children are encouraged to work cooperatively together. Staff encourage children to listen to their friend's ideas and suggestions as they put on different dressing-up outfits. Staff help children to negotiate with others to decide what they want to play with. Children benefit from outdoor play experiences that ignite their curiosity and promote their good health, well-being and physical skills. They pedal bikes, play on scooters, play imaginatively and make marks. All children come to their key person for reassurance at times throughout the day. This reinforces children's sense of belonging so that they feel secure to explore their surroundings.

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Outcomes for children are good

All children are curious and motived to learn through play. They display high levels of independence, trust and curiosity. Children are encouraged to investigate and have a go and develop their own ideas for doing things. Children's early literacy, mathematics and communication skills are promoted. They develop confidence in speaking in a group and their listening skills are promoted as they take turns. There are many opportunities to see print in the environment. They listen to stories, joining in with repeated refrains where necessary. Toddlers and babies select props and they join in with the actions, when they sing songs and rhymes in small groups. Children learn mathematics as they play and during everyday routines. Children are well prepared when they move on to the next stage in their learning within the setting and when they are ready for the move on to school.

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Setting details

Unique reference number EY266582 Local authority Staffordshire Inspection number 1036132 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 46 Number of children on roll 41 Name of registered person Carol Lesley Stokes

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reference number

Date of previous inspection 11 January 2016 Telephone number 01283 575514

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reference number

Hoar Cross Day Nursery was registered in 2004. The nursery employs six members of childcare staff. All hold an appropriate early years qualifications including, one at level 5, two at level 3 and three at level 2. The nursery opens, from Monday to Friday all year round. Sessions are from 8am until 6pm. The nursery provides funded early education for 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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