Wendy's Private Nursery & Pre-School Group

Wendy's Private Nursery & Pre-School Group Premier House, Longford Street, Heywood, Lancashire, OL10 4NH

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Inspection date

Previous inspection date 11 January 2017 12 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 new manager is very pro-active and has been instrumental in bringing about positive change. She robustly reviews systems in place to ensure high standards are maintained.  The staff team has worked hard to address the actions and recommendations for improvement raised at the last inspection. For example, actions taken to better support children's speech and language have been effective.  The manager has robust systems in place for supervision and observation of staff's practice. These help to continually support and improve the quality of their teaching.  Staff identify what children already know and can do when they first start at the setting. They use the information to plan activities that are well targeted to meet children's individual needs, supporting them to make good progress.  Staff's relationships with the children are caring, fun and stimulating. Children behave well and listen carefully, following the golden rules eagerly, helping to effectively

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This provision is good

promote their personal, social and emotional well-being.

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It is not yet outstanding because:

 Children who prefer to learn outside do not benefit from a wide a range of resources and experiences to help further support and extend their learning.  The setting has not fully established strong partnerships with parents and other providers to further support children's learning.

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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

 enhance resources and experiences available to those children who prefer to learn outside that further support and extend their achievements  strengthen partnerships with parents and other providers that support children's learning in the setting, at home and when starting school.

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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 manager.  The inspector held a meeting with the manager and the deputy manager. She looked at relevant documentation, such as staff's training and supervision records and children's assessment files. The inspector discussed the setting's self-evaluation.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The manager has worked closely with the advisory teacher to target improvements through a detailed action plan. She uses the views of parents when reflecting on the effectiveness of the setting. For example, following feedback from parents, a wider variety of hot and cold healthy snacks is now offered. The management team quality checks the planning to monitor how well children's individual needs are being met. Staff follow recommendations from the special educational needs coordinator to ensure support is put in place where needed. Most staff hold an appropriate qualification. A targeted programme for professional development supports staff to further improve their knowledge and skills. The arrangements for safeguarding are effective. Staff show sound knowledge of child protection issues. They understand policies and procedures in place and are kept up to date with any changes. They complete regular checks of the environment to identify and

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Effectiveness of the leadership and management is good

remove any possible hazards to children.

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Quality of teaching, learning and assessment is good

Staff interact with the children sensitively on their level. They ask questions and suggest ideas to support and extend their learning. For example, babies enjoy exploring the ice and sand using their senses. Staff ask how it feels and introduce new vocabulary, such as frozen. Young children use their imaginations while caring for the dolls. Staff show how to wash the babies and put their clothes on. Pre-school children listen carefully to try and identify the instrument hidden behind the staff member's back. This helps to promote children's listening, attention and communication skills effectively. Staff make regular observations of children's play and plan for activities that follow their interests, for example, using play dough and shredded cellophane to create a 'snowman'. Parents are kept well informed of their children's progress through daily discussions, parents' evenings and termly progress summaries.

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Personal development, behaviour and welfare are good

Children are well supported to develop their independence skills. They attempt to fasten their own coats before going outside. They practise using utensils to serve their own food at mealtimes. They make their own choices in play and show good concentration during activities. For example, pre-school children squeeze paint onto foil and talk about the patterns and marks they have made. Young children pretend it is sleep time and gather their own blankets and cushions to create a bed. Children enjoy a range of healthy snacks. They learn about how to care for their teeth through a visit from the dentist, helping to promote their physical well-being.

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Outcomes for children are good

Some children are working comfortably within the range of development typical for their age. All children make good progress during their time in the setting, including those who speak English as an additional language and those who have special educational needs or disabilities. Children grow in confidence and become independent learners. They learn to cooperate and develop friendships with others, helping promote key skills in preparation for their future and starting school.

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Setting details

Unique reference number 316470 Local authority Rochdale Inspection number 1049089 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 - 3 Total number of places 71 Number of children on roll 55 Name of registered person Alpha Six Limited

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reference number

Date of previous inspection 12 January 2016 Telephone number 01706 622 207

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reference number

Wendy's Private Nursery & Pre-School Group was registered in 2000. The nursery employs 13 members of childcare staff. Of these, 12 hold appropriate early years qualifications at level 2 or 3. The nursery opens from Monday to Friday, except one week at Christmas. Sessions are from 7am until 6.30pm. The nursery provides funded early education for two- , three- and four-year-old children. The nursery also cares for children who have special educational needs or disabilities and children who speak English as an additional language.

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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

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

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