Brooklyn Private Day Nursery

Brooklyn Private Day Nursery 225 Bucks Hill, Nuneaton, Warwickshire, CV10 9LE

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Inspection date

Previous inspection date 13 February 2017 3 July 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

 Staff provide an attractive, stimulating and well-organised learning environment. Children have good opportunities to follow their own interests and choose from a broad range of resources. Staff respond well to children's lead, promoting their learning.  Additional funding is used well to support children's individual needs. Staff spend time with children on a one-to-one basis or in smaller groups. They focus on any gaps in their learning, helping them to catch up with their peers and make good progress.  Children settle well and form positive attachments to their key persons and staff. They enjoy coming to the nursery and show that they feel safe and secure. They build friendships with other children, grow in confidence and develop independence.  Staff set a good example for children and give gentle reminders about expectations for their behaviour. Children are well behaved and learn to take turns and share. They

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This provision is good

learn to value similarities and differences between themselves and others.  Managers observe practice throughout the nursery and meet regularly with staff as part of performance management systems. Staff access required training and professional development opportunities to build on their practice, teaching skills and understanding.

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It is not yet outstanding because:

 Although staff build good relationships with parents, they do not gather sufficiently detailed information from them about what children already know and can do when they first start attending.  On occasions, staff do not give children enough time to think and respond to questions in order to promote speech and language skills to the highest levels.

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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

 seek more detailed initial information from parents about children's skills and development in order to plan precisely for their immediate learning needs  enhance teaching skills, giving children more time to think and respond to questions and build further on their language and communication skills.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed a joint observation with the nursery manager. She discussed the nursery's self-evaluation with the provider and manager.  The inspector held a meeting with the provider and nursery manager. She looked at relevant documentation and evidence of the suitability and qualifications of staff working in the nursery.  The inspector spoke to a number of parents during the inspection and took account of their views. She spoke with staff and children during the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Managers and staff give high priority to protecting children and keeping them safe. They are confident in their understanding of procedures and their responsibility to monitor children's welfare. Managers review staff's assessments and monitor the progress made by children. They look at any differences in learning, such as between boys and girls. They find ways to adapt the provision or obtain additional resources in order to address these variations. Managers accurately identify strengths and aspects for further development to continue raising standards and outcomes for children. They take the views of staff, parents and children into account to inform their improvement plans. Parents are very happy with the nursery and the service they receive.

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Quality of teaching, learning and assessment is good

Staff observe children, accurately assessing their skills and capabilities. They identify what they need to learn next and plan suitable ways to promote their development. Staff work effectively with external professionals to support children who need extra help or those who have special educational needs and/or disabilities. They keep parents informed about their child's ongoing development and promote a consistent approach to their learning and care. Staff working with babies and younger children repeat back their language and vocalisations, reinforcing and encouraging their emerging speech. They model language and introduce new vocabulary. Staff foster children's pretend play and promote their interest in stories and reading. They teach older children to recognise shapes and encourage them to count, link quantity with numerals and practise writing numbers.

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Personal development, behaviour and welfare are good

Staff provide a nurturing environment and get to know each child in their care well. Children are encouraged to begin to manage their self-care needs independently from an early age, relative to their capabilities. Staff teach children about good hygiene procedures and help them to develop awareness of the reasons behind these. For example, they teach them about washing their hands before they eat to get any germs off. Children learn about ways to keep themselves safe, such as holding onto the handrail as they go up and down the stairs. Children benefit from nutritious, freshly cooked meals and healthy snacks. They have plenty of opportunities for fresh air and outdoor play.

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Outcomes for children are good

All children make good progress and their achievements are in line with typical expectations for their ages. Babies are eager to explore and investigate their surroundings, crawling and beginning to walk. They are delighted as they shake objects and instruments and discover the sounds they make. Toddlers enjoy imaginative play, pretending to make toast and cook food. They begin to count and learn about quantity. Older children join in with singing songs and rhymes, listen to stories and are keen to talk about characters and recall events. They begin to copy letters and write their names. Children develop key skills needed for the next stage in their learning and in readiness for starting school.

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Setting details

Unique reference number EY258182 Local authority Warwickshire Inspection number 1064422 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 - 4 Total number of places 46 Number of children on roll 87 Name of registered person Brooklyn Private Day Nursery Limited

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reference number

Date of previous inspection 3 July 2013 Telephone number 02476 397870

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reference number

Brooklyn Private Day Nursery was registered in 1999. The nursery employs 12 members of childcare staff. All of these hold appropriate early years qualifications, three at level 2 and nine at level 3. The nursery opens from 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.

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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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