Setting EY448294

Report for Childcare on Domestic Premises

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Inspection date

Previous inspection date 24 January 2017 16 January 2013

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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 provider and the manager demonstrate a strong commitment to improving the quality of the provision. Self-evaluation is ongoing and identifies the areas for improvement within the provision and outcomes for children.  Teaching is good. The well-qualified practitioner team has a strong knowledge of how children learn and develop. Practitioners know the children well. They make regular and precise assessments of their learning. These ensure children continue to move forward in their learning and develop all the skills they need for their move on to school.  Children are very happy and settled in the calm and welcoming nursery. They demonstrate good levels of confidence, showing they feel safe and secure. Children benefit from plenty of attention, reassurance and praise, supporting their emotional well-being successfully.  Partnerships with parents, local schools and other professionals work very effectively

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This provision is good

and make a strong contribution to meeting children's individual needs. Parents speak very positively about the nursery. They like the, 'Calm environment' and the, 'Fantastic care'.

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It is not yet outstanding because:

 Although the manager has begun to monitor the progress made by some groups of children, this is yet to be fully embedded to ensure every child is supported to reach the highest level of attainment.  Practitioners' professional development is not yet specifically focused on raising the quality of the teaching to an outstanding level.

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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

 build on the already good monitoring of children's progress to further identify gaps in achievements between different groups of children  extend the focus on practitioners' professional development, in order to raise the good quality teaching to the next level.

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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 spoke with practitioners and children during the inspection.  The inspector held a meeting with the manager. She looked at a sample of policies, children's learning and development records and planning documentation.  The inspector completed a joint observation with the manager.  The inspector checked evidence of the suitability of adults living and working on the premises and practitioners' qualifications.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Practitioners have a very clear understanding of their responsibility to follow the safeguarding procedures in the event of a concern about a child in their care. They also have a good awareness of the wider issues in the care and protection of children. Robust recruitment and vetting procedures ensure that practitioners are suitable to work with children. The manager ensures the quality of teaching and learning is closely monitored. Children's progress is checked regularly to identify any gaps in learning to make sure they receive any support they need. Additional funding is utilised well to enhance outcomes for children. Parents are kept well informed about their children's progress and how they can support their learning at home.

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Quality of teaching, learning and assessment is good

Children are happy, self-assured and confident learners who enjoy their time at the bright, welcoming and nurturing setting. Playrooms are organised very thoughtfully to promote choice and good independence skills. Practitioners make the most of opportunities to promote children's learning through play, discussions and a wide range of experiences. Older children are encouraged to use their thinking skills as they try to predict which objects will float or sink in the water. They learn about objects that are heavy and light and they count with confidence. Practitioners respond very well to the needs of the youngest children in the nursery. They model language effectively and help them develop their language skills. Younger children enjoy a good range of sensory and creative activities. Some children try to complete puzzles and fit shapes into the shape sorter. Older children use their imaginations extremely well. They use play figures and

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Quality of teaching, learning and assessment is good

enthusiastically pretend to be pirates. Children show how they competently and safely use scissors while making lanterns for Chinese New Year. Older children confidently express their views about what they like doing at the nursery; they like playing pirates with their friends and looking at books.

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Personal development, behaviour and welfare are good

Children's health, well-being and physical development are promoted effectively. There are very good opportunities for children to play in the stimulating outside play space. Younger children also enjoy the opportunity to develop their skills on the soft-play equipment. Children manage their personal care needs well and enjoy healthy snacks and a freshly cooked, nutritious lunchtime meal. Children's behaviour is good. Practitioners are positive role models who speak in a kind and respectful manner. They develop a good rapport with the children and listen to them with genuine interest. Children learn how to keep safe and gentle reminders help them to think of others as they play.

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Outcomes for children are good

All children develop the underpinning skills and confidence they need for their future success and starting school. They develop good social skills and learn about the needs of others and the wider community. Children's literacy and mathematical skills develop very well. They develop good listening skills, practise writing their name and begin to link letters to the sounds they represent.

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Setting details

Unique reference number EY448294 Local authority Worcestershire Inspection number 1065970 Type of provision Full-time provision Day care type Childcare - Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 36 Number of children on roll 28

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reference number

Date of previous inspection 16 January 2013

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Telephone number

Buttercups Day Nursery Ltd was registered again in 2012. The nursery employs seven members of childcare staff, including the provider. All staff hold appropriate early years qualifications from level 3 to level 6. The nursery opens 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. It supports children who have special educational needs and disabilities.

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Telephone 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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Telephone 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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Telephone number

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Telephone number

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Telephone 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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