Little Green Day Nursery

Little Green Day Nursery Unit 1-2, Oadby Place, Leicester Street, STOCKPORT, Cheshire, SK5 6NG

p.1

Inspection date

Previous inspection date 6 January 2017 22 August 2013

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 Outstanding 1

p.1

This provision is good

 The newly appointed manager is supported well by an experienced and dedicated provider and senior staff team. All staff are passionate about continuing to raise the good quality provision. Self-evaluation is effective and is informed by the views of staff, parents and children.  Staff are well qualified. They use their knowledge, experience and skills to provide a variety of interesting activities to enthuse children. Good systems are used to monitor the progress of individuals and groups of children including, children who have special educational needs and disabilities. Overall, staff plan to support children's development well and children make good progress.  A robust key-person system supports children's emotional security. Children arrive excited and extremely happy. They demonstrate that they are secure in the care of the sensitive and nurturing staff. This contributes towards them developing significantly

p.1

This provision is good

high levels of self-esteem and confidence and behaviour is exemplary.  Children have a wonderful time as they play and explore the stimulating, well-resourced learning areas, both indoors and outside. Children lead their own play and demonstrate a 'can do' attitude towards their learning. Children of all ages are eager to learn and are highly motivated.

p.1

It is not yet outstanding because:

 Occasionally, staff in the toddler room do not provide enough opportunities for children to extend their critical-thinking skills and do not challenge them to the highest levels, to help children make the very best possible progress in their learning.  Systems used to gather information from parents about children's home learning are not always successful, to promote a more collaborative approach to supporting children's progress.

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

 enhance the critical-thinking skills of toddlers and challenge them to the highest levels during play and activities, to help them to make the very best possible progress in their learning  enhance the already good systems, to help all parents to contribute towards children's ongoing learning and extend children's experiences further.

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 held a meeting with the provider and the manager and spoke to staff and children at appropriate times during the inspection.  The inspector completed a joint observation with the manager.  The inspector looked at relevant documentation, such as children's learning records and planning. She looked at policies and procedures, risk assessments, self-evaluation and checked evidence of staff qualifications and suitability.  The inspector took account of the views of parents during the inspection.

p.2

Effectiveness of the leadership and management is good

All parents are extremely complimentary about the service provided. They contribute to initial assessments and staff keep them updated with regular information about children's progress. Safeguarding is effective. Staff demonstrate an excellent understanding of their responsibility to protect children from harm. Detailed risk assessments are completed and high levels of security to gain access into the nursery contribute towards keeping children safe. Recruitment procedures are robust and help ensure staff are suitable for their roles. Staff benefit from good support, training and mentoring and are encouraged to gain further qualifications. This helps them to continue to increase their skills.

p.3

Quality of teaching, learning and assessment is good

Staff use daily routines and well-planned activities, such as baking to introduce toddlers to mathematical language and enhance their awareness of quantities. Babies engage in sensory exploration using flour and explore natural objects and materials, supported by skilled staff. All children develop an interest in books. Staff read favourite stories and use animated voices to enthral toddlers and keep them engaged. Children delight as they develop their imagination and creativity. They happily play together, using a variety of fresh vegetables and toys depicting diversity in the role play area. This also contributes towards their understanding of the world.

p.3

Personal development, behaviour and welfare are outstanding

Staff share highly positive messages and provide superb activities to support children's understanding of how to lead a healthy lifestyle. They regularly take children out in the community to buy fresh fruit and vegetables. Older children take great pleasure at being given additional responsibilities, such as a mealtime helper. They capably help staff to serve meals and snacks to their friends. Babies are sensitively soothed to sleep. Staff provide individual comforters and play rhythmic music as they settle down for a nap. Children have outstanding opportunities to develop their physical skills and well-being. Daily outdoor play and wonderful physical activities indoors, help children to understand the effects that exercise has on the body. Staff ask them to count their breaths and feel their heartbeats following active play. Pre-school children learn to keep themselves and others safe, as staff ask them to carry out their own risk assessments.

p.3

Outcomes for children are good

All children, including children who speak English as an additional language and those in receipt of additional funding, thoroughly enjoy learning. They develop strong skills and aptitudes that prepare them well for future learning. Children are very capable communicators in relation to their age and stage of development. Older children boldly ask questions, make predictions and have a thirst for learning. Younger children confidently make sounds and use hand signs to communicate their needs. Babies make marks onto paper using paint and crayons. This supports their early writing skills. Pre-school children manipulate dough to disco music, thread beads onto laces and pick up small toys using tweezers. This helps to develop their small-muscle skills, in readiness for writing in school.

p.3

Setting details

Unique reference number EY459532 Local authority Stockport Inspection number 1066717 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 44 Number of children on roll 77 Name of registered person Little Green Day Nursery Limited

p.4

reference number

Date of previous inspection 22 August 2013 Telephone number 01612307733

p.4

reference number

Little Green Day Nursery was registered in 2013. The nursery operates from 7.30am to 6pm, Monday to Friday, in the North Reddish area of Stockport. The nursery employs 17 members of childcare staff. Of these, one member of staff holds early years teacher status, two hold appropriate early years qualifications at level 6, five hold appropriate early years qualifications at level 3, four hold appropriate early years qualifications at level 2 and five are unqualified. The nursery provides funded early education for two-, three- and four-year-old children.

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