Firth Park's Little Treasures Nursery

Firth Park's Little Treasures Nursery 8 Stubbin Lane, SHEFFIELD, S5 6QL

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Inspection date

Previous inspection date 18 November 2016 17 November 2015

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This inspection: Inadequate 4

Previous inspection: Requires Improvement

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 The provider, who is also the manager, has failed to address weaknesses raised at the last inspection. This is having a significant impact on children's learning and development.  The provider's monitoring of children's progress and staff's knowledge is poor. Staff are not provided with sufficient evaluations of their practice to improve the quality of teaching and learning for children.  Staff do not complete precise assessments of children's learning from the start. They do not gather information from parents about what their child already knows, understands and can do.  Staff do not consistently observe and identify next steps in learning for all children to influence planning and ensure that activities challenge and extend their learning.  The quality of teaching and staff interaction is poor. Staff do not consider children's individual needs, interests and stage of development when planning adult-led activities.

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This provision is inadequate

 The provider does not encourage parents to provide their children with healthy food and drinks.

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It has the following strengths

 Children learn the importance of hygiene routines, such as washing their hands.  Staff use a range of activities to raise children's awareness of their community and the world around them.

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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

 ensure that performance monitoring arrangements are effective and include regular staff supervisions to improve the overall quality of teaching and learning for children 02/01/2017

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Due Date

 gather accurate information from parents when children start to inform baseline assessments and to gain a good understanding of their needs, abilities and interests on entry 02/01/2017

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Due Date

 implement effective systems to observe, assess and monitor children's learning and use this information to plan a challenging experience for each child in all of the areas of their learning and development 02/01/2017

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Due Date

 improve the quality of teaching and take into account the individual needs and stage of development of each child and use this information to support all children's good progress effectively 02/01/2017

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Due Date

 help parents to understand the importance of providing their children with snacks and drinks that contribute towards a healthy, balanced and nutritious diet. 19/12/2016

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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

 use self-evaluation more effectively to identify and tackle weaknesses in practice that have a significant impact on children's learning.

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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 nursery manager.  The inspector held a meeting with the nursery manager. 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 with children and staff at appropriate times throughout the inspection.

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Effectiveness of the leadership and management is inadequate

The provider fails to promptly address weaknesses in practice. She is working closely with local authority advisers to complete action plans as part of their evaluative practice of the nursery. However, the provider has not acted upon support in a timely way to drive improvements and raise outcomes for children. Supervision arrangements are informal and infrequent. They are not sufficiently robust to monitor staff's performance and ensure that they have the appropriate knowledge to support children's learning. This results in teaching that is not matched to children's individual needs and weaknesses in the observation, assessment and planning process. The arrangements for safeguarding are effective. Staff attend relevant child protection training. They have a suitable knowledge of the possible signs and symptoms of abuse. Staff are clear about the procedures to follow if they have a concern about a child in their care.

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Quality of teaching, learning and assessment is inadequate

Staff do not gather sufficient information from parents about their child's skills on entry. Assessments of children's learning are not accurate from the start. Observations of children's achievements are not regular enough and some staff cannot explain what children's next steps in learning are. Gaps in children's learning have occurred over time. The quality of teaching is poor. Some trainee staff, who hold key-person roles, sit idly about while children play around them. They do not have high expectations of themselves to engage and extend children's learning. Staff do not plan activities that provide a good level of challenge or meet the individual needs of children. Adult-led activities do not take into account each child's age and stage of development and are too lengthy in time. Younger children quickly lose interest because learning to recognise shape and colour is too difficult for them.

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Personal development, behaviour and welfare are inadequate

Children are not learning the importance of eating a balanced and nutritious diet. Staff do not engage children in enough purposeful, challenging play experiences that motivate them to learn. Nevertheless, they do provide children with opportunities to practise their physical skills. Children enjoy using bikes outdoors. They also visit the local park, where they have more space to run around and use larger play equipment. Children behave well when they lead their own play, for example, sharing their toys with their friends. Their emotional well-being is given consideration at times of change. New children are introduced to the nursery gradually through settling-in visits. Teachers are welcomed to visit children before their move on to school. This helps children to feel confident and build relationships with important adults in their life.

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Outcomes for children are inadequate

Significant weaknesses in teaching and assessment mean that children are not supported well enough to make sufficient progress from their starting points. Nevertheless, children do develop some skills that help them to be ready for school. Children enjoy using bricks to make objects of their choice. They show how they can use their imagination, as they take on a role in their play. Children show how they can listen and follow instructions, as they copy actions and sing songs. They enjoy looking at books and are beginning to recognise that print carries meaning.

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Setting details

Unique reference number EY484211 Local authority Sheffield Inspection number 1076984 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 20 Number of children on roll 21 Name of registered person Firth Park's Little Treasures Nursery Ltd

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reference number

Date of previous inspection 17 November 2015 Telephone number 0114 3270696

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reference number

Firth Park's Little Treasures Nursery was registered in 2015. The nursery employs five members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 or above. The nursery opens Monday to Friday, term time only. Sessions are from 8am until 5.30pm. 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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