Great Sutton Day Nursery

Great Sutton Day Nursery Alvanley Road, Great Sutton, Ellesmere Port, Merseyside, CH66 3JZ

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Inspection date

Previous inspection date 13 April 2017 8 April 2015

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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

 Managers demonstrate their strong commitment to achieving the best outcomes for all children. They seek the views of parents, practitioners and children when they plan improvements. Enhancements to resources and activities help to promote children's good progress and emotional well-being.  Partnerships with parents are a particular strength. Parents comment that the nursery feels homely and that the practitioners care about their children. Practitioners gather detailed information from parents about babies' preferences and daily routines. This helps babies to settle happily into the nursery.  Children who have special educational needs and/or disabilities are supported well. Practitioners work in partnership with other professionals. They conscientiously implement plans agreed at multi-agency meetings.  Practitioners make regular observations of children and overall plan activities that help them to take the next steps in their learning. They accurately assess and summarise

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This provision is good

children's progress in partnership with parents.

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It is not yet outstanding because:

 The managers' supervision of practitioners' performance does not focus sharply enough on raising the quality of teaching to a higher level.  On occasion, practitioners do not make sure that activities are planned as effectively as possible to encourage younger toddlers to listen and speak further.

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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

 build on the systems for assessing practitioners' performance and focus more sharply on helping them develop an expert knowledge of teaching and learning  plan activities that help toddlers make even better progress in learning to listen and speak.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors. She 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 nursery deputy manager.  The inspector held a meeting with the nursery owner, nursery manager and deputy nursery manager. She looked at relevant documentation and evidence of the suitability of practitioners 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 is good

Everyone is involved in identifying targets for development and the planning for this is effective. Managers use collated assessment information to make improvements to the programme of activities. They noticed that practitioners were not making enough observations of pre-school children recalling familiar stories. They helped practitioners to introduce more opportunities to hear stories and talk about the sequence of events. This has helped to accelerate pre-school children's progress in communication and reading. Arrangements for safeguarding are effective. Practitioners know what they must do if they are concerned that a child may be at risk of abuse or neglect. Practitioners attend training that helps them to improve their knowledge and skills.

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Quality of teaching, learning and assessment is good

Children eagerly join in with engaging activities. For example, practitioners bring eggs to nursery that hatch into chicks. Children watch with fascination as chicks emerge from the shells. They learn that they must be quiet and gentle when they handle the chicks. They watch them grow bigger each day until they must return them to the farm. This helps to promote children's understanding of the world. Children learn new words in the context of a real and meaningful experience. Practitioners frequently sing nursery rhymes with children. They use toys to help children choose rhymes and to remember the words. For example, when babies sing a traditional song about farm animals, practitioners help them to find the animal and remember the noise it makes.

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Personal development, behaviour and welfare are good

Relationships between children and practitioners are warm and friendly. Consistent daily routines help to promote children's independence effectively. Practitioners help children to say what they would like to do now and what they will do next. This helps children to think about and express their own ideas and interests. Children are given more responsibility as they grow bigger and prepare to start school. For example, at lunchtime, pre-school children carefully fill cups of water and take them to other children at the tables. Practitioners help to promote children's positive behaviour and they learn to respect other people. Practitioners follow well-established policies and procedures that help to keep children safe. Children learn to make healthy choices. They know that they must put their coats on to keep their bodies warm when the weather is cold.

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Outcomes for children are good

Children acquire the skills, knowledge and attitudes to learning that prepare them well to start school. Children who have special educational needs and/or disabilities make good progress from their starting points and gaps in attainment close steadily. Children can sit for increasing periods of time in adult-led groups. They listen attentively and can speak confidently. Children can count and they know some of the purposes of counting. They begin to recognise and write letters and numbers. Children know the words and actions to a wide range of songs and rhymes. They know that stories have a beginning, middle and end. Older children confidently go to the toilet by themselves. Children know why they must wash their hands before they eat and after they have touched the chicks.

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Setting details

Unique reference number EY261932 Local authority Cheshire West and Chester Inspection number 1091715 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 50 Number of children on roll 118 Name of registered person Great Sutton Day Nursery Limited

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reference number

Date of previous inspection 8 April 2015 Telephone number 0151 348 0127

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reference number

Great Sutton Day Nursery was registered in 2003. The nursery employs 22 members of childcare staff. Of these, one holds an appropriate early years qualification at level 5, 16 at level 3 and five at level 2. 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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