Hopscotch Day Nursery

Hopscotch Day Nursery School Road, Kelvedon Hatch, Essex, CM15 0DH

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Inspection date

Previous inspection date 6 January 2017 31 March 2016

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Previous inspection: Requires Improvement

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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:

 Although some improvements have been made since the last inspection, these have focused on meeting the safeguarding requirements rather than raising the quality of teaching across all the rooms in the nursery. Self-evaluation is not always effective enough to ensure that new areas identified for improvement are prioritised and promptly addressed.  Management has not fully embedded new supervision processes, such as regular support, coaching and training, to improve staff practice. The quality of teaching and assessment of the three- and four-year-old children is not regularly monitored.  The daily routines are not thoughtfully organised and this means three- and four-year- old children become distracted as they sit in social groups. Children also find it difficult to maintain concentration when there are interruptions in their play and learning.

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It has the following strengths

 Babies and children settle well into the nursery as they form friendly and supportive relationships and attachments with the key persons caring for them.  Staff have worked hard to improve communication with parents. Information about children's individual next steps in learning is shared effectively. Parents are keen to express their satisfaction with the nursery. They say they appreciate the friendliness of the staff and the extra support they offer when families are experiencing difficulties in their lives.  The nursery has close links with the host school. Children use school computer equipment to develop their knowledge about technology. Classroom teachers visit the nursery to help prepare the children for starting school.

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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 the support, coaching and training for staff so they increase their personal effectiveness and all children benefit from good quality adult interactions and guidance 06/04/2017

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Due Date

 improve the quality of teaching and assessment of the three- and four-year-old children, and use information gained from the frequent checking of assessments to ensure that gaps in learning are quickly closed and children make good progress. 06/04/2017

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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

 improve the organisation of routines and help children adapt their behaviour in social situations, and maintain their attention and concentration during activities without interruption  strengthen the systems for self-evaluation and make certain all aspects of the nursery are regularly evaluated, in order to continually target and prioritise new areas for improvement.

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Inspection activities

 The inspector observed the quality of teaching in the indoor and outdoor learning environments and assessed the impact this has on children's learning.  The inspector carried out a joint observation with the manager.  The inspector held discussions with the manager, deputy manager, staff and children.  The inspector viewed a sample of the children's development records.  The inspector saw evidence of the suitability and qualifications of the staff, self- evaluation, risk assessment and policies and procedures.  The inspector took account of the views of parents spoken to on the day and from their written testimonials.

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Effectiveness of the leadership and management requires improvement

Current evaluation and monitoring arrangements are not yet fully effective. Staff supervision meetings and appraisals have now started. However, little time has passed to ensure that all staff increase their personal effectiveness. The new, well-qualified deputy has taken action to enhance the experiences for babies and toddlers. Renovations have begun in the playrooms and resources have been reviewed. This has resulted in some positive changes to the learning environment. The arrangements for safeguarding are effective. Recruitment procedures are rigorous and ensure that staff are suitable to work with children. Staff have completed an intensive programme of safeguarding and safety training since the last inspection. They know how to identify and respond to signs of abuse and neglect. Risk assessments are carried out to ensure the premises and garden remain safe.

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Quality of teaching, learning and assessment requires improvement

There are inconsistencies in teaching and assessments. Improvements have been made to help babies and toddlers make good progress. However, staff working with the three- and four-year-old children do not focus well enough on helping them to develop their social and emotional skills. The manager is not closely monitoring assessments or tracking the progress of these key groups of children. This means that any gaps in learning are not identified quickly enough. Children have access to a suitable range of activities and resources, and staff take into account the children's interests. Staff also introduce new experiences, such as learning to tell the time. However, staff sometimes follow routines too rigidly and children are interrupted and unable to persevere with activities of their own choosing. Children who have special educational needs or disabilities are closely supported as they play. Staff work well with parents and outside professionals to ensure children get

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Personal development, behaviour and welfare require improvement

Children are happy and start to build friendships with each other. However, the nursery routines are not always efficiently organised. On occasions, children become restless and distracted while they sit in social groups. Also, staff do not always help children to understand the importance of social skills and good manners, or consider the impact that their behaviour has on others. Although there have been some significant staff changes, all babies and children now have a designated key person to support their needs. Children's health is promoted well. They regularly play in the fresh air and eat healthy snacks. Children show a sound understanding of personal hygiene routines.

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Outcomes for children require improvement

Babies and toddlers are making progress that is typical for their age. However, due to weaknesses in teaching and assessment, not all the three- and four-year-old children are making consistently good or better progress. Nonetheless, children are acquiring some key skills in readiness for school. They develop independence skills, enjoy practising their early reading skills and learn about letters and sounds. Children count and use numbers within their everyday play.

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Setting details

Unique reference number EY248665 Local authority Essex Inspection number 1045428 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 1 - 10 Total number of places 35 Number of children on roll 63 Name of registered person Hopscotch Day Nursery (Essex) Limited

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reference number

Date of previous inspection 31 March 2016 Telephone number 01277 372826

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reference number

Hopscotch Day Nursery was registered in 2003 and is run by a limited company. The nursery employs 11 members of childcare staff. Of these, one holds early years professional status, eight hold an early years qualification at level 3 and one holds level 2. 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

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

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