Hurly Burly Day Nursery

Hurly Burly Day Nursery Hurly Burly Nursery, Lavender Lodge, Goonbell, St. Agnes, Cornwall, TR5 0PG

p.1

Inspection date

Previous inspection date 20 June 2017 29 January 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The staff develop very warm and caring relationships with the children and their families. They know the children very well and provide consistent care and experiences.  Children are happy, confident and learn to be self-sufficient in readiness for starting school.  The staff use their knowledge and observations of children's interests well, to provide activities which excite and engage them, while encouraging their progress.  The manager and senior staff oversee and monitor the accuracy of progress records. They identify differences in progress between groups of children and individuals needing additional support well, and take effective action so that all children make good progress in their learning and development.  The manager motivates and supports her team of staff well. She accurately evaluates the quality of practice in the provision and identifies any weaknesses. The manager provides effective training to help her staff reinforce and develop their skills and

p.1

This provision is good

knowledge.  Effective links with local schools enable the staff to support and prepare children well for their future learning experiences.

p.1

It is not yet outstanding because:

 The staff do not always give children sufficient time to consider and answer questions.  Staff do not always make the most of opportunities for babies to build on their developing physical skills.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 build on staff's questioning techniques to further encourage and support children's thinking and answering skills  enhance opportunities for children, especially babies, to develop their physical skills.

p.2

Inspection activities

 The inspector observed staff and children in the playrooms and the outdoor play area.  The inspector carried out a joint observation with the manager.  The inspector took account of the views of parents spoken to on the day.  The inspector checked documentation relating to suitability checks and training records. She sampled documentation, including planning and children's progress records.  The inspector held discussions with the manager and staff.

p.2

Effectiveness of the leadership and management is good

The manager is enthusiastic and committed to continually making improvements to the setting. Previous recommendations have been addressed and staff have reduced disruption to children's activities. The manager seeks and acts on advice and suggestions from other professionals and parents. She ensures that staff are knowledgeable about their responsibilities and good practice. The manager monitors staff practice closely and uses staff meetings effectively. She leads focused discussions and involves staff in quizzes to review and strengthen their childcare knowledge. The manager evaluates the effect of training on children's experiences, for instance, checking how well staff ensure that the principles underpin daily practice and policies. Safeguarding is effective. All staff have completed training and understand how to recognise children at risk of harm and the procedure to follow to report any concerns.

p.3

Quality of teaching, learning and assessment is good

Staff build on children's interests and abilities to involve them in activities that challenge and extend their learning. For example in the pre-school room, staff provide children with puppets, masks and dressing-up outfits to encourage children to retell stories. They make use of children's experiences to discuss and share knowledge of different countries, cultures and modes of transport. In the toddler room staff note children's enthusiasm for play with toy cars. They introduce different materials to drive the cars through, introduce words to describe different textures, and encourage children to compare the differing widths of tracks and note the patterns they create. Staff interest babies in blocks of ice by freezing glitter, beads and other toys in them. Babies enjoy handling and exploring the ice, seeing and feeling changes as the ice melts and they are handle the beads and toy ducks. Staff introduce words to describe the ice and water. They talk to children about the ducks,

p.3

Quality of teaching, learning and assessment is good

encouraging babies to say 'quack' and splash their hands in the melted water.

p.3

Personal development, behaviour and welfare are good

Staff seek detailed information from parents about children's home routines and use this knowledge well to provide continuity of care. Staff create a secure and nurturing atmosphere. Babies show they feel safe and quickly settle to sleep when they are tired. All children happily explore the setting and resources, and communicate with familiar adults. Staff show concern for the well-being of children and their families. They work closely with parents, identifying and using consistent techniques to address any issues. Children behave very well. Staff have high expectations of the children and discuss with them the effect of their actions on other people. There are effective links between the staff and other providers and agencies to support children's well-being.

p.3

Outcomes for children are good

Children develop good independence, mathematical and literacy skills. Three- and four- year-olds are becoming aware of simple fractions. For example, they describe how they cut a piece of fruit in half. Younger children learn and begin to use mathematical language as they talk about the different sizes of toys.

p.3

Setting details

Unique reference number EY386319 Local authority Cornwall Inspection number 1093674 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 42 Number of children on roll 55 Name of registered person Clare Louise Berry

p.4

reference number

Date of previous inspection 29 January 2015 Telephone number 01872 553777 or 07786557130

p.4

reference number

Hurly Burly Day Nursery is privately owned and registered in 2008. It operates from two single-storey buildings in a rural setting near St Agnes, in Cornwall. The setting is open each weekday from 7.30am until 6pm, all year round. The setting receives funding for children aged two, three and four years. In addition to the owner who does not work directly with the children, there are 10 members of childcare staff. The manager is a qualified teacher, two staff have foundation degrees in childhood studies, two staff are qualified to a level 3 and two are working towards their level 3 qualifications. Two staff are qualified to a level 2 and another is working as an apprentice.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5