Wellingtons Day Nursery (Bilton)

Wellingtons Day Nursery (Bilton) Caretakers Bungalow,bilton High School, Lawford Lane, Rugby, CV22 7JT

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Inspection date

Previous inspection date 17 March 2017 Not applicable

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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:

 Some children do not progress as well as possible. The planning and curriculum provided for pre-school children are not good enough. Staff do not always offer targeted support for children who speak English as an additional language.  The professional development opportunities available for staff are not good enough. Children do not consistently benefit from good quality learning experiences.  Older children are not always provided with clear messages about what is happening now or next and what is expected of them. There is room to review the organisation of the routines and group activities in the pre-school.  Managers do not reflect carefully on the quality of teaching or children's progress. They do not take effective action to address all weaknesses and achieve good standards.

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It has the following strengths

 Managers understand their responsibility to safeguard children. A range of records, documents and policies is implemented well by staff. The environment is clean, secure and well organised. Children's health and safety are effectively promoted.  Staff are kind and caring. They get to know children and their families well. Children form positive relationships with familiar staff and quickly become settled and content.  The environment is bright, welcoming and well resourced, indoors and outside. Children are confident to play and explore. They generally enjoy attending.  Partnerships with parents are established. Information is shared in a range of ways. Children benefit from good continuity in their care between the setting and home.

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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

 enhance the planning and curriculum in the pre-school to offer more targeted support for children who speak English as an additional language to ensure all children progress as well as possible 31/05/2017

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Due Date

 improve the professional development opportunities available for staff to ensure all children consistently benefit from good quality learning experiences. 31/05/2017

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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

 review the organisation of the routines and group activities in the pre-school to provide older children with clearer messages about what is happening now or next and what is expected of them during these times  reflect more carefully on the quality of teaching and progress children make to address any weaknesses and achieve good standards.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside. She assessed the impact this has on children's learning.  The inspector completed a joint observation 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 management team and checked evidence of the suitability of staff working in the nursery.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

Self-evaluation and monitoring processes are not yet good. Managers do not look carefully enough at all aspects of the provision. This specifically refers to the quality of teaching and children's progress. However, they are working with the local authority and do aspire to improve. The majority of staff are well qualified. They are supervised in their job roles and benefit from some training opportunities, such as safeguarding and first aid. However, managers do not yet make the best use of performance management arrangements to focus on improving the quality of teaching. The arrangements for safeguarding are effective. Managers' and staff's knowledge of child protection procedures is sound. They are able to recognise signs and symptoms of abuse or neglect and fully understand the importance of appropriately dealing with any concerns.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. Staff do not always plan activities that carefully consider the individual needs, interests and stage of development of all children to promote their progress as far as possible. Some children flit between activities, find it difficult to make choices about what they want to do and struggle to become absorbed in their learning. This specifically refers to pre-school children who speak English as an additional language. Nevertheless, activities are available that generally promote different aspects of children's learning. All children enjoy being creative. They are provided with opportunities to experiment with mixing colours and painting pictures. Staff model how resources can be used, talk to children and encourage them to explore freely.

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Personal development, behaviour and welfare require improvement

Due to the weaknesses within the quality of teaching and the curriculum, children are not always motivated to learn. They are supported to follow the routines of the setting and adhere to the behaviour boundaries set. However, at times, such as routine changes or group sessions, messages about what is happening now or next and what is expected are not always made entirely clear to pre-school children. Children generally behave well. They are learning to share, take turns and be kind. Children's physical well-being is adequately promoted. For example, staff talk to them about making healthy food choices and a nutritious menu is provided. Children play outside every day and physical activity is encouraged. They enjoy building and negotiating obstacle courses, climbing on low-level equipment and riding on see-saws.

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Outcomes for children require improvement

Some children are not yet supported to reach their full potential. Not all children benefit from the targeted help and support they need to rapidly catch up. Nevertheless, all children are acquiring the basic skills they need to be ready for the eventual move on to school. For example, children are very independent. They learn to manage their self-care needs. Children are developing some language skills. All children can communicate their wants and needs using a variety of methods. They particularly enjoy singing songs and rhymes. Children are developing skills in literacy. Young children enjoy sharing stories with their teachers. More capable, older children learn to spell and write their own names.

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Setting details

Unique reference number EY493569 Local authority Warwickshire Inspection number 1026127 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 0 Total number of places 34 Number of children on roll 38 Name of registered person Wellingtons (Bilton) Day Nursery Limited

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reference number

Date of previous inspection Not applicable Telephone number 01788 817504

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reference number

Wellingtons Day Nursery (Bilton) was registered in 2015. The nursery employs nine members of childcare staff, all of whom hold appropriate early years qualifications at level 2 and above, including five with level 3, one with level 5, one with early years professional status and one with qualified teacher status. The nursery operates during term time only. Sessions are available Monday to Friday from 7.30am until 5.30pm. 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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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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