Hand in Hand Day Nursery

Hand in Hand Day Nursery 301 Reservoir Road, Erdington, Birmingham, B23 6DF

p.1

Inspection date

Previous inspection date 10 February 2017 9 June 2016

p.1

3

Previous inspection: Requires Improvement

p.1

3

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

p.1

This provision requires improvement. It is not yet good because:

 Children do not yet progress as well as possible. Staff do not consistently plan activities and play experiences that respond to and build on children's individual learning needs.  The professional development opportunities available for staff are not good enough. Children do not yet benefit from quality learning experiences that continually improve.  Managers do not make the best possible use of evaluation and monitoring systems to swiftly address all weaknesses in teaching practice and children's progress to raise the standard.

p.1

It has the following strengths

 Managers understand their responsibility to safeguard children. The nursery environment is clean, safe and secure. A range of documents, policies and procedures is implemented well by staff to help promote children's health and safety.  Staff get to know children and their families well. They obtain detailed information from parents about children's home lives, personality, care needs and routines. Children form positive relationships with staff. They are happy, relaxed and content attending.  The nursery is welcoming and bright. Children, generally, have fun and enjoy attending.  Partnerships with parents, other providers and professionals are established. These help to provide some continuity in children's care and aspects of their education between the home and other settings they attend.  Children, generally, behave well. They can follow instructions and use good manners. They enjoy taking responsibility for small tasks. Staff encourage them to respect their

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

p.2

Due Date

 enhance the planning and consistently offer all children a variety of exciting and interesting activities and play experiences that responds to and builds on their individual learning and development needs 10/04/2017

p.2

Due Date

 improve the performance management arrangements and professional development opportunities available for staff to better support them to provide children with consistently good quality learning experiences that continually improve. 10/04/2017

p.2

Due Date

To further improve the quality of the early years provision the provider should:

p.2

Due Date

 make better use of evaluation and monitoring systems to swiftly address any weaknesses in the quality of teaching and the progress children make to raise the standard.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors. She assessed the impact this has on children's learning.  The inspector completed two joint observations with the manager.  The inspector held a meeting with the management team. She looked at relevant documentation, policies and procedures.  The inspector discussed the self-evaluation with the managers and checked evidence of the suitability of staff working in the nursery.  The inspector spoke to parents and children during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management requires improvement

Managers do not yet make the best possible use of the evaluation and monitoring systems to reflect carefully enough on the quality of teaching and the progress that children make. Therefore, they are unable to address all issues and swiftly raise the standard. The arrangements for the supervision of staff and the professional development opportunities provided are not good enough. Staff are not yet supported to fully understand their teaching responsibilities to help improve the outcomes for all children. Nevertheless, managers aspire to improve and are continually working closely with the local authority. The well-qualified staff keep some of their knowledge, including safeguarding and first aid, up to date. This has a positive impact on care practices. The arrangements for safeguarding are effective. Managers and staff know how to recognise and respond appropriately to the different signs that a child may be suffering from harm.

p.3

Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. Staff observe children's development and know the key next steps in their learning. However, they do not always plan and provide stimulating activities that respond to children's emerging interests or needs. This means, sometimes, children struggle to become absorbed in their learning and get easily distracted and quickly want to move on to something else. Nevertheless, staff, generally, promote different aspects of children's learning. For example, children enjoy opportunities to be creative and use their imaginations. Staff help them to experiment with different media and materials. They enjoy painting with toy cars or making shapes out of play dough.

p.3

Personal development, behaviour and welfare require improvement

Due to the weaknesses in the quality of teaching and activities planned, children are not consistently motivated, interested or inspired to learn. Nevertheless, children's physical and emotional well-being are adequately promoted in other ways. Staff offer children a variety of nutritious meals and drinks. They help children to make healthy eating choices and talk to them about the importance of these. Staff ensure children adopt good hygiene routines. They support children to cooperate with nappy changing, wash their hands before food and clean their teeth after meals. Staff provide children with a range of experiences that develops their understanding of people, families and communities beyond their own. They also give them opportunities to reflect on their similarities and differences. Children are valued which helps to boost their self-esteem.

p.3

Outcomes for children require improvement

Children are not supported well enough to reach their full potential. Nevertheless, children develop some key skills they need to move on to school. Children that require additional support are beginning to catch up. A basic level of support is offered, so gaps in children's attainment are closing, albeit slowly. All children are confident and independent enough to play and explore. They are developing skills in communication and language. Children respond to questions, share their thoughts and express their ideas. Older children are developing skills in literacy. They enjoy looking at books and listening to stories, singing familiar rhymes or songs and giving meaning to things they draw or write.

p.3

Setting details

Unique reference number EY439829 Local authority Birmingham Inspection number 1054331 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 - 11 Total number of places 58 Number of children on roll 59 Name of registered person Birmingham YMCA

p.4

reference number

Date of previous inspection 9 June 2016 Telephone number 0121 478 4237

p.4

reference number

Hand in Hand Day Nursery was registered in 2011. The nursery employs 11 members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday, all year around. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children. The nursery supports children who have special educational needs and/or disabilities and children who speak English as an additional language.

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