Beanstalk

Beanstalk Hillside, Beeston Road, Leeds, West Yorkshire, LS11 8ND

p.1

Inspection date

Previous inspection date 8 February 2017 10 February 2016

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

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 Good 2

p.1

This provision is good

 The manager has worked hard to make the required improvements since the last inspection. Strong leadership and management processes ensure that progress is monitored and practice challenged to secure continuous improvement. The staff team have a clear vision and desire to provide the best outcomes for children.  Children benefit considerably from a well-planned, stimulating nursery environment and good quality play resources that effectively meet all their learning needs. Children are motivated to explore and concentrate well during their chosen play.  Children who speak English as an additional language, or have other communication difficulties, are effectively supported and welcomed into the group. For example, staff use some of the children’s home language when they sing their ‘hello’ song and introduce simple sign language effectively. Children become increasingly confident communicators.  Relationships are positive on all levels. Staff create a warm, friendly and safe

p.1

This provision is good

environment where children are genuinely nurtured and parents are made welcome. Consequently children arrive happily and settle quickly in their play.

p.1

It is not yet outstanding because:

 Staff have not been clear to all parents about the important part they play in promoting their children’s development; for example, by making sure that children’s attendance is good, helping parents to understand the nursery’s expectations and encouraging more reluctant parents to come into nursery each day.  Some staff do not use narrative as effectively as others to promote children’s language and thinking skills.

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

 explore further options to help all parents understand the importance of their role in promoting their child’s development; for example, by being clearer to parents about children's expected attendance, what they may bring into nursery and the importance of daily discussions.  continue to support staff to use narrative language to talk about what they, and the children, are doing to support children’s language and thinking skills.

p.2

Inspection activities

 The inspector observed children taking part in a range of activities both indoors and out.  The inspector observed the quality of care and teaching and assessed the impact this has on children's learning, development and welfare.  The inspector spoke with the manager, members of staff and children at appropriate times during the inspection.  The inspector carried out a joint observation with the manager.  The inspector took account of the views of parents spoken with on the day of inspection.  The inspector looked at children’s records, planning documentation, evidence of the suitability of staff working in the provision and a range of other documentation, required for the safe and effective management of the provision.

p.2

Effectiveness of the leadership and management is good

Robust self-evaluation and close links with the local authority are used effectively by staff to make positive changes. Consequently, improvements in monitoring the quality of teaching and learning are helping staff to target children’s individual learning needs effectively. The process for tracking children’s progress correctly identifies gaps, and leaps, in children’s learning. Importantly, staff’s precise knowledge of the individual children and their family situations enables them to use this information successfully to secure further improvements. Safeguarding is effective. Staff access a range of training and updates relevant to their roles. They understand procedures to be followed should they have concerns about children’s wellbeing or the suitability of adults who work with children.

p.3

Quality of teaching, learning and assessment is good

The manager and staff team share what they know about the children so that their next steps can be carefully planned. This ensures that all children are supported to make good progress. Staff play alongside children and help them to think about how the sand flows as they play and how to identify and describe the animals. They extend this play further by introducing books on a similar theme at group time and by welcoming children’s lively participation. The majority of parents say that they are well informed about their children’s progress, that their children enjoy attending and they have learnt a lot of songs. Parents are very pleased with the progress their children are making, particularly in their language and mathematical development.

p.3

Personal development, behaviour and welfare are good

Staff understand how children’s confidence and independence influences their learning and they plan the sessions accordingly. Children are very confident in the purposeful daily routines and their relationships with the staff. Children’s behaviour is settled and their social skills are developing very well. Staff have high expectations of what children can do for themselves. For example, even the youngest children know where to find a tissue for their nose and can start to put their coat on to go outside. Children’s health benefits from their daily engagement in a broad range of exciting outdoor play opportunities regardless of the weather. Children talk confidently about the different fruit and vegetables that they play with at the outdoor play kitchen and as they have their healthy mid-morning snack.

p.3

Outcomes for children are good

Children benefit greatly from the broad range of opportunities to play and learn independently indoors and out. They confidently select resources that they need for the dough, the water or their art work. They develop their understanding of the world around them as they pretend to be doctors in the role play area. Children count well and they demonstrate their understanding of mathematical language as they talk about how the train track will fit together. Children are captivated as they make shapes with their fingers in the foam in the outdoor water tray. They are praised warmly when they excitedly show adults what they have done. Children make good progress in all areas of their learning.

p.3

Setting details

Unique reference number EY477550 Local authority Leeds Inspection number 1074337 Type of provision Sessional 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 17 Name of registered person Helen Birch

p.4

reference number

Date of previous inspection 10 February 2016 Telephone number 07576736707

p.4

reference number

Beanstalk was registered in 2014. It operates from Hillside Business Centre in Beeston, Leeds. The setting is open 8.30 am until 11.30 am, Monday to Friday, during term time only. There are currently four members of staff. Of these, two hold a recognised childcare qualification at level three, and the manager holds a Qualified Teacher Status. 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