Building Blocks Day Nursery (NW) LTD

Building Blocks Day Nursery (NW) LTD Building Blocks Day Nursery, Plant Hill Road, MANCHESTER, M9 8LX

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Inspection date

Previous inspection date 1 September 2017 20 March 2013

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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

 The outdoor provision has been significantly enhanced since the last inspection. This has had a positive impact on the quality of children's learning and their well-being.  Staff make regular assessments of children's learning and identify next steps for their development. Managers monitor the progress of different groups of children to highlight any potential gaps in their learning and seek to close these quickly.  Staff provide a range of stimulating opportunities for children to investigate and explore. For example, they are excited to hunt for bugs in the garden using magnifying glasses. Babies enjoy the sensory experiences of making marks in paint and sand.  Children share warm, supportive relationships with staff, which helps them to feel emotionally secure. They are settled and happy and their independence is well fostered.  Staff work in partnership with parents and other professionals to provide targeted

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This provision is good

support and a shared approach to children's care and their learning. Parents comment very positively about the quality of the provision.  Managers seek the views of staff, parents and other professionals to support their self- evaluation. Development plans are meaningful and demonstrate ambition to improve.

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It is not yet outstanding because:

 Occasionally, staff do not fully embrace children's changing interests to maximise their engagement and their learning.  The new planning system is not yet fully embedded to support children's learning to maximum effect.

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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

 ensure that staff are highly responsive to children's changing interests and have the highest expectations of what individuals can achieve to maximise their learning  embed the new planning system and monitor the impact of it on improving outcomes in children's learning to the highest levels.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning. Two joint observations were carried out with the nursery's deputy manager.  The inspector held a meeting with the nursery manager and the deputy manager.  The inspector looked at a selection of documentation, including children's learning records, planning, risk assessments, development plans and staff training records.  The inspector considered evidence of suitability checks for all staff working in the nursery.  The inspector held discussions with staff and children throughout the inspection. She spoke to a number of parents and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Managers have a very good understanding of safer recruiting procedures and monitor the ongoing suitability of staff. Children's welfare is well promoted as staff understand the correct procedures to follow in the event of a concern. Effective risk assessments help to maintain a safe environment for children. Managers reflect on the quality of teaching and promote training opportunities for staff to enhance their skills. They also mentor and coach other settings in the locality. Managers have a good understanding of early intervention and how to obtain extra support for children. Staff assess children's language development well and implement tailored learning plans to enhance individual progress. Parents say that they feel well informed about children's learning and that staff provide ideas to try at home to provide continuity.

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Quality of teaching, learning and assessment is good

Children are highly engaged as they join in with familiar rhymes. This helps to support their language development. Staff introduce mathematical language to describe position and capacity as children fill different bottles with bubbly water. Children delight as they follow their own ideas, mixing and stirring mud and water together. They use their imaginations as they fill pans and containers with the mixture. Staff model how to use equipment, such as binoculars to widen children's experiences. They ask questions to support children's thinking. Staff encourage children to persist as they try and throw beanbags through hoops. This helps children to be resilient and be proud when they succeed. Staff encourage parents to share their knowledge and skills to support children's learning. This helps to develop children's awareness of diversity as they gain experiences beyond those of their own family.

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Personal development, behaviour and welfare are good

Children exercise daily outdoors. This helps to foster their large-muscle skills as they run, kick balls and throw with accuracy. Toddlers enjoy the challenge of climbing, as they use the small slide independently. Staff know children well. They support their understanding of boundaries for behaviour by using simple, consistent explanation. For example, children are reminded to use their kind hands and to share resources with their friends. Staff respect babies' individual care routines and promote children's self-care skills. For example, children wash their hands independently and help to serve their own lunch.

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Outcomes for children are good

All children make good progress from their initial starting points in learning. Children are enthusiastic and demonstrate high levels of curiosity. They listen to staff, follow instructions and are able to make independent choices about their play. Children count confidently as they add ingredients together to make their own play dough. Older children practise their writing skills as they learn to write their own names. They are becoming confident learners. Children are developing skills and knowledge that will help them in the next stage of their learning.

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Setting details

Unique reference number EY452941 Local authority Manchester Inspection number 1066284 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 120 Number of children on roll 60 Name of registered person Building Blocks Day Nursery (NW) Limited

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reference number

Date of previous inspection 20 March 2013 Telephone number 01617401053

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reference number

Building Blocks Day Nursery (NW) LTD registered in 2012. The nursery employs 21 members of childcare staff. Of these, 15 hold appropriate early years qualifications at level 3. The manager holds a qualification in professional development at level 6. The nursery opens from 7.15am until 6.30pm, Monday to Friday, for 51 weeks of the year, excluding bank holidays. It operates a before- and after-school club during school term times and a holiday club during school holidays. 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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