Early Start Childcare And Education Ltd

Early Start Childcare And Education Ltd 81 George Street, Birmingham, West Midlands, B19 1NS

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Inspection date

Previous inspection date 28 February 2017 25 May 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 provider/manager and the practitioner team have worked hard since the last inspection and successfully addressed the actions raised. Partnership working with parents and the key-person system work well. The quality of teaching is now good and children take part in well-planned activities that promote their good progress.  Practitioners have a calm, respectful and nurturing approach and recognise the uniqueness of each child in their care. Children are happy and they develop warm and trusting relationships with practitioners. These support children's emotional well-being effectively.  Practitioners work effectively with the children to help them learn about good behaviours. They help children to learn about sharing, taking turns and to think about others as they play.  Partnerships with parents, local schools and other early years professionals are good to provide the best possible outcomes for children. Practitioners use effective strategies to

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This provision is good

exchange information with them to promote a shared approach to children's learning and development.

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It is not yet outstanding because:

 Practitioners' professional development is not yet specifically focused on raising the quality of teaching to an outstanding level.  The views of parents and children are not included in the evaluation of the provision to help precisely target areas for improvement.

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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

 extend the focus on practitioners' professional development, in order to raise the good quality teaching to the next level  include the views of parents and children in the evaluation process, in order to help identify further ways to enhance the overall quality of the provision.

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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 completed a joint observation with the provider/manager.  The inspector held a meeting with the provider/manager. She looked at a sample of policies and children's records. She discussed planning and assessment.  The inspector checked evidence of the suitability and qualifications of practitioners working with the children.  The inspector spoke to a small number of parents during the inspection and took account of their views recorded in questionnaires.

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Effectiveness of the leadership and management is good

The provider has worked closely with the local authority advisers to review practice across the provision. A new system for planning is working effectively, reflecting on children's interests and learning. Practitioners plan the environment and use their knowledge of how children learn to help them develop the skills they need. Good systems are in place to monitor the quality of teaching. Children's progress is checked closely to swiftly identify and address any gaps in their learning. Robust recruitment, vetting and induction procedures ensure practitioners are suitable for their role. The arrangements for safeguarding are effective. Practitioners have a clear knowledge of how to report any concerns about a child and how to manage any allegations. They also have a good awareness of the wider issues in the care and protection of children. The provider allocates early years pupil premium funding well and checks the impact this is having on

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Quality of teaching, learning and assessment is good

Practitioners create a stimulating environment where children have positive learning experiences. Children develop good independence skills as they make choices about what they would like to play with. Good attention is given to promoting children's language skills. Practitioners give children time to copy words they say and time to respond to their questions. They use their skills to model play, showing children how they can use the equipment to the best possible effect. Older children confidently talk to visitors about what they are doing and enjoy. Children develop good imagination skills. They pretend to be hairdressers in the role play area and practise their styling skills on practitioners. All children enjoy manipulating dough and making marks and lines in the dough with their fingers and sticks. Younger children engage well with small-world play, such as using play figures and furniture in the doll's house. They are good at building models and towers

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Personal development, behaviour and welfare are good

Children are well cared for and are happy in the nursery. Practitioners work closely with parents during the admission stage and get to know children well. Parents are encouraged to be involved in their child's learning at home. Online systems used by the nursery make sure parents are fully informed about their child's progress and planned next steps in learning. Children's health and physical development are promoted effectively. They enjoy healthy meals and snacks each day. Children enjoy their time spent at the park. This helps promote their understanding of the local community, keeping safe as they cross the road. It promotes their physical skills and confidence while using the climbing equipment.

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Outcomes for children are good

Children make good progress in their learning in relation to their starting points and individual needs. They gain the skills that will support them when they move on to their next phase in learning and school. Children's literacy and mathematical skills develop well. They count and talk about shape names during play and begin to link letters to the sounds they represent.

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Setting details

Unique reference number EY484845 Local authority Birmingham Inspection number 1053490 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 25 Number of children on roll 17 Name of registered person Early Start Childcare & Education Ltd

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reference number

Date of previous inspection 25 May 2016 Telephone number 0121 523 6032

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reference number

Early Start Childcare and Education Ltd was registered in 2015. The nursery employs three members of childcare staff, including the provider/manager, all of whom hold appropriate early years qualifications from level 3 to level 5. The nursery opens Monday to Friday during term time. Sessions are from 9am to 3.30pm. The nursery provides funded early education for two-, three- and four-year-old children. It supports 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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