Buttercup Nurseries Ltd

Buttercup Nurseries Ltd Station Road, Seaham, County Durham, SR7 0BN

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Inspection date

Previous inspection date 9 August 2017 20 October 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:

 The quality of teaching is inconsistent. Some staff do not have a thorough understanding of how to provide stimulating, challenging activities or focus their teaching to help young children make the best possible progress.  The key-person system and staff deployment are not effective. Some children and parents do not have opportunities to build relationships with staff. This has an impact on the effectiveness of partnership working and some children's emotional development.  Staff do not gather information from parents about the skills and knowledge children already have upon entry to the nursery. This means home learning is not included in the initial assessments of their capabilities.  Managers have not fully developed ways to monitor the quality of staff's observations of children's experiences or to help staff reflect on the impact of their teaching.

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It has the following strengths

 Staff who work with older children are skilled in helping them to prepare for starting school. Children demonstrate very good writing skills and show accuracy in counting.  Babies benefit from nurturing, caring staff. Their care needs are met effectively and they are very happy and settled. This has a positive impact on their well-being.  Managers have worked extremely hard to improve staff's knowledge of how to keep children safe. Security is robust and the number of accidents has significantly reduced. Information regarding the accident and complaint procedures is available to parents.

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What the setting needs to do to improve further

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

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Due Date

 improve the quality of teaching for young children and use the information gathered from assessments of their progress to help shape challenging, enjoyable experiences which are tailored to their individual learning goals 13/11/2017

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Due Date

 develop the key-person system and staff's understanding of this role to build on parent partnerships and ensure that all children can form consistent, secure bonds to promote their emotional well- being. 13/11/2017

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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

 gather information from parents and carers about what children already know and can do when they start at the nursery  monitor the quality of staff's observations of children's learning and continue to enhance the ways to support them to reflect on the impact of their teaching.

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Inspection activities

 This inspection was carried out as a result of a risk assessment following information received about this provider.  The inspector spoke to the children and staff throughout the inspection.  The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector held a meeting with the manager and director. She looked at relevant documentation, such as the self-evaluation, children's learning books and evidence of the suitability of staff working in the nursery.  The inspector spoke to a number of parents during the inspection, reviewed written feedback from questionnaires and took account of their views.

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Effectiveness of the leadership and management requires improvement

Leaders and managers are committed to improving outcomes for children and have precise action plans in place to address the weaknesses identified. They have started to develop reflective supervision for staff in order to help them develop their skills, overall. For example, staff who work with older children have developed learning based on letters and sounds, which has helped children prepare for school. Parent partnerships are variable. For example, some parents are provided with packs to help children develop their skills at home, such as using scissors. However, others are unsure who their child's key person is and are not asked to share information about their child's achievements. Safeguarding is effective. The designated lead in the nursery understands her role to protect children and support staff to follow procedures swiftly. Staff are clear about what to do if they have concerns about children's welfare. This helps to keep children safe.

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Quality of teaching, learning and assessment requires improvement

Teaching is inconsistent for children of different ages. Young children are not stimulated and staff do not know how to help them make good progress towards their individual learning goals. For example, they supervise children's outdoor play as opposed to engaging and extending learning as they make sandcastles in the beach area and search for dinosaurs. In contrast, babies enjoy the sensory experiences and are happy to try new activities. Staff help them to develop their language and social skills as they model clear words and praise them for their efforts. Staff who work with older children provide fun activities which are linked to stories. Children enjoy expressing themselves creatively and recall their favourite funny parts and characters. This helps them to develop their literacy skills and a love of books. Staff complete observations of children's learning, however, some lack enough detail to contribute to assessments of their progress.

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Personal development, behaviour and welfare require improvement

Some children have not had a consistent key person to form secure bonds with in the nursery. This has an impact on how quickly some young children settle when they first arrive. Overall, children's care needs are met and they show confidence. Babies do have bonds with their key person and staff follow robust procedures to get to know them before they start. Staff use praise and positive behaviour management for children. Older children develop a good level of self-esteem and respect as they learn about the differences between themselves and others. Staff encourage children to be independent and take an active part in their own self-care. Young children use the toilet and wash their own hands. Outdoors, children develop physical skills on the bikes and enjoy running in the fresh air.

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Outcomes for children require improvement

Young children are not supported to make the best possible progress in all areas of their learning. However, children who have special educational needs and/or disabilities are effectively supported by staff and the other professionals involved. Gaps in their learning close and they make good progress. Opportunities for all children to develop enthusiasm, curiosity and become active learners are inconsistent.

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Setting details

Unique reference number EY258314 Local authority Durham Inspection number 1110499 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 96 Number of children on roll 96 Name of registered person Buttercup Nurseries Limited

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reference number

Date of previous inspection 20 October 2016 Telephone number 0191 5130796

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reference number

Buttercup Nurseries Ltd registered in 2003. The nursery employs 17 members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above. The manager has a degree in early childhood studies. The nursery opens from Monday to Friday all year round, excluding public holidays and a week at Christmas. Opening times 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

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

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