Seashells Private Day Nursery

Seashells Private Day Nursery 144 Newhouse Road, BLACKPOOL, FY4 4JN

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Inspection date

Previous inspection date 24 March 2017 3 August 2016

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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

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

 Since the previous inspection, the nursery has experienced a period of instability. There has been a number of changes to the management structure and staff team. As a result, the quality of teaching has declined.  Parents do not always know who is looking after their child, which affects the regular two-way flow of information between parents and staff.  Staff working in the pre-school are not always consistent in their approach to behaviour management. Consequently, children do not always know what is expected of them and at times, they display unwanted behaviour.  Although staff observe children’s individual learning needs, their assessments are not always accurate. As a result, the systems for tracking children are somewhat unreliable and do not give an accurate picture of what children know and can do.

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It has the following strengths

 Leaders have identified weaknesses in practice and they are taking prompt action to address under-performance. They have also introduced detailed development plans, which clearly identify areas for improvement.  Leaders have used the early years pupil premium funding to provide extra support for children who it need most. For example, they have recently purchased a software program that displays visual prompts to enhance children’s communication and awareness of routines.

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What the setting needs to do to improve further

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

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Due Date

 ensure the quality of teaching is consistently strong and helps children to develop a positive attitude to learning 11/04/2017

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Due Date

 ensure that all parents know the name of their child’s key person. 11/04/2017

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Due Date

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

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Due Date

 improve the organisation of the pre-school room, for example, by ensuring that staff adopt consistent strategies to help children understand appropriate behaviour  build on the current observation and assessment procedures so that they are sharply focused and give an accurate picture of what children know and can do.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children’s learning.  The inspector checked evidence of the suitability and qualifications of staff working with children.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector reviewed a wide range of documentation, including action plans and visit notes from the local authority.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. Staff are fully aware of the possible signs and symptoms of abuse, which ensures children’s safety and well-being. Staff have access to child protection information, including relevant contact numbers, which are displayed in each of the rooms. All staff have completed child protection training as part of their induction and additional courses, such as training on e-safety, keeps their knowledge up to date and current. Leaders acknowledge that the quality of practice has declined since the previous inspection and some improvements have already been made. For example, the area manager is taking responsibility for the day-to-day management of the nursery and the newly introduced planning system is more responsive to children’s needs and is beginning to include parents’ views.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching requires improvement because the current system for observing and assessing children’s progress over time is not always accurate. As a result, staff do not always plan activities and learning experiences that meet children’s individual learning needs, which slows their progress. However, where teaching is strong children show good levels of engagement and embrace the learning opportunities provided. For example, pre- school children chalk around big shapes in the outdoor area and toddlers thoroughly enjoy emptying and filling different containers with dried cereal. These activities generate lots of discussion and also support children’s awareness of shape, space and measure.

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Personal development, behaviour and welfare require improvement

Pre-school children do not have enough opportunities to learn about appropriate behaviour. As a result, the noise levels in the pre-school room occasionally increases and children become a little boisterous, which distracts other children. All areas of the nursery are clean and well-presented, and children’s artwork is displayed throughout which give children a good sense of belonging. Children have lots of opportunities to gain an awareness of others. For example, babies enjoy looking at photographs of their families and others, which supports their emerging awareness of similarities and differences. Staff work in partnership with outside agencies to support children who need additional help. Children also benefit from wholesome meals and staff are fully aware of babies’ stages of weaning, which promotes their good health.

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Outcomes for children require improvement

The quality of teaching is variable and as a consequence, children do not make consistently good progress. Although a newly introduced planning system is in place, which places greater emphasis on children’s next steps in learning, this system is not yet embedded. As a result, it is too early to see the impact on outcomes for children. Pre- school children are adequately prepared for their move on to school. Staff work in partnership with local schools, for example, by supporting children to develop their literacy skills. Children display good levels of independence and they are extremely proficient at managing their personal care needs, such as going to the toilet independently.

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Setting details

Unique reference number EY491270 Local authority Blackpool Inspection number 1088528 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 - 8 Total number of places 48 Number of children on roll 61 Name of registered person Just Childcare Limited

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reference number

Date of previous inspection 3 August 2016 Telephone number 01253 205491

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Seashells Private Day Nursery was registered in 2015 and is owned by a limited company. The nursery employs nine members of childcare staff. Of these, one holds an appropriate early years qualification at level 4, six hold a qualification at level 3 and one holds a qualification at level 2. The nursery opens from Monday to Friday all year round. Sessions are from 8am to 6pm. The nursery is closed on bank holidays and for one week at Christmas. 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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