Bells Day Nursery

Bells Day Nursery Bakkavor Foods Ltd, Quadring Road, Spalding, Lincolnshire, PE11 4NB

p.1

Inspection date

Previous inspection date 4 November 2016 25 May 2016

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Since the last inspection, the management team has put measures in place to address the actions and recommendations raised. They have worked with the local authority and continue to seek ways to make improvements to benefit children in their care.  Staff working with babies and the youngest children are highly skilled and show a genuine passion for their role. They provide a stimulating environment where babies confidently learn to explore and practise their developing skills. Babies' speech is especially well promoted during delightful conversations where first words are acknowledged and celebrated.  Children enjoy being creative and finding different ways of expressing themselves at nursery. Staff plan activities, both inside and outdoors, where children can follow their interests in an environment that suits them most. For example, children experiment outside with paint to create firework pictures, pretend to build bonfires from leaves and

p.1

This provision is good

join in with songs and rhymes readily.  Meal and snack times are used by staff to effectively engage children in social discussions and help them gain an understanding of good manners. Children also gain an understanding of nutritious foods as they compare and name the different fruits with their friends.  Parents share positive feedback about children's experiences at nursery. They speak of children's growing confidence and how staff teach children how to recognise and write their own name ready for school.

p.1

It is not yet outstanding because:

 The monitoring procedures are not extended sufficiently to include rigorous assessment of the progress made by groups of children to target intervention even more effectively.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 strengthen the procedures for monitoring the achievements being made by specific groups of children in order to identify more targeted intervention that will have a positive impact on their progress.

p.2

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 nursery manager.  The inspector held a meeting with the nursery manager and provider. She looked at relevant documentation, such as the nursery's 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.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff are knowledgeable about their role in keeping children safe in the nursery and who to report their concerns to. Recruitment procedures have been tightened since the last inspection and all appropriate procedures are in place to ensure only suitable staff work with children. Further ongoing checks and support, such as one-to-one supervision meetings are carried out regularly along with observations of staff working with children. In this way, staff performance is continually improving and children benefit from their increased skill. Staff have embraced training opportunities and the impact on their professional abilities is evident. For example, staff have put their learning into practice and identified how best to help children behave appropriately at nursery. Staff use self-evaluation to identify strengths and areas where further improvements to practice are needed.

p.3

Quality of teaching, learning and assessment is good

Staff know children well and plan interesting activities that capture children's interests. They make good use of the outside area where children happily practise their physical skills or take part in adult-led activities. For example, children enthusiastically bath baby dolls in the water tray. They consider which toiletries are best to use and make suggestions about how to prevent shampoo from entering the dolls eyes. In this way, children demonstrate their thinking skills and their good level of communication as they carry out their tasks. Babies and younger children are equally keen to chat. They pretend to use the phone and readily join in with staff by saying ready, steady, go as they play. Young children sit happily reading books, confidently turning the pages and, in their own way, read the story out loud. Staff observe children carefully and track their progress to ensure planning helps children progress to the next stage of the development.

p.3

Personal development, behaviour and welfare are good

Children are settled, confident and happy at nursery. Improvements to the key-person system means children form strong relationships with staff and feel secure in their company. Initial assessments of children's development are carried out when they start at the nursery and information is sought from parents. Strategies to help children learn appropriate behaviours are implemented consistently. For example, staff offer timely reminders about sharing toys and playthings. Outside play is a great favourite with all children. They enjoy playing in the fresh air and observing the comings and goings beyond the nursery fence. This helps children to learn about their local community and the people living and working there.

p.3

Outcomes for children are good

Children make good progress at nursery and, when the time comes, have the necessary skills for school. Those in receipt of extra funding receive the added support they need to enhance their development successfully. Children learn to be independent in self-care routines, join in with group activities and are keen to explore. As they play, they learn how to protect themselves and their friends. For example, children ride bikes carefully so as not to cause harm to others.

p.3

Setting details

Unique reference number EY493908 Local authority Lincolnshire Inspection number 1055940 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 - 10 Total number of places 60 Number of children on roll 34 Name of registered person Ann Omotola Macaulay

p.4

reference number

Date of previous inspection 25 May 2016 Telephone number 07434315650

p.4

reference number

Bells Day Nursery was registered in 2015. The nursery employs seven members of childcare staff. Of these, five hold appropriate early years qualifications at level 3. The nursery opens Monday to Friday, all year round. Sessions are from 8am until 5pm.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5