Setting EY495580

Report for Childcare on Domestic Premises

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Inspection date

Previous inspection date 20 September 2017 23 May 2017

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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 providers and staff have worked hard to address the weaknesses identified at the last inspection. They, along with a new coordinator, have been proactive in driving improvements forward. They has made a concerted effort to raise the quality of staff knowledge and practice and this is improving steadily.  Staff use what they know about children to challenge them effectively in their learning. They observe and assess children's progress, and base any planning for future learning on a good knowledge of each child's interests.  Staff address children's emotional security with a gradual settling-in procedure that is agreed with parents. For example, a planned change of room, and choice of key staff and buddy staff are chosen by parents and these changes are organised very well within the nursery.  Children are extremely well behaved and staff teach them about why rules, such as sharing and using kind hands, are important. Children are highly cooperative and invite

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This provision is good

others into their play. Staff encourage them to use good manners consistently and to help one another. Staff are excellent role models.

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It is not yet outstanding because:

 Some staff do not recognise when children need more time to respond to questions and develop ideas for themselves.  The manager has not fully considered ways parents can contribute to the self- evaluation to identify further improvements to the provision.

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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

 help staff recognise when children need more time to explore and develop ideas for themselves to challenge their thinking skills even further  improve ways for parents to contribute their views to the self-evaluation to help identify improvements and extend the good partnerships with parents even further.

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Inspection activities

 The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke to children, parents and staff at appropriate times during the inspection.  The inspector completed a joint observation with the nursery coordinator.  The inspector held a meeting with the provider and coordinator. She looked at a sample of policies, children's learning and development records and planning documentation.  The inspector checked evidence of the suitability of adults living and working on the premises and staff's qualifications.

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Effectiveness of the leadership and management is good

The management and staff have made good progress since the last inspection. Risk assessments are robust and new staff complete suitability checks, and once they start, attend mandatory training. Managers monitor staff performance and provide regular support. This has successfully contributed to stronger leadership and management, and to establishing a team that works effectively together. For example, the use of structured planning and weekly meetings have embedded a greater culture of support, review and monitoring of the children's progress. Safeguarding is effective. Managers meet required ratios and staff have a very clear understanding of their responsibility to follow the safeguarding procedures in the event of a concern about a child in their care. They also have a good awareness of the wider issues in the care and protection of children.

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Quality of teaching, learning and assessment is good

Children access resources independently to create their own play and staff provide structured activities, offering a balanced approach to children's learning. Babies and young children enjoy exploring in the sensory area where they explore metallic materials, lights and sounds. Older children add different coloured paint to pasta, and add small-world figures and bugs from the garden to create a dinosaur world. Children learn to recognise simple words, for instance, as staff include labels with names of the objects. Staff carefully consider how activities support children's individual progress. For example, staff plan specifically to build on children's next steps in learning and their interests. Pre-school children create their own adventure as the use large cardboard boxes to make dens, houses and transport vehicles. Children thoroughly enjoy outdoor play where they investigate how small cars travel through tubes and play in the mud kitchen. Staff keep

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Quality of teaching, learning and assessment is good

parents well informed of the progress their children make and staff encourage them to share what their children have been learning at home.

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Personal development, behaviour and welfare are good

The relationships between staff and children are strong. Staff promote children's self- esteem through acknowledging and praising positive behaviour. Children behave well and play cooperatively. Staff act as good role models for children, and children learn to be tolerant and respectful towards one another as staff encourage them to use their manners. Children enjoy nutritious and well-balanced meals and snacks. There are good procedures for ensuring children who have allergies or special diets have their individual needs met. Children spend time outside every day and have many opportunities to hone their physical skills, for example, as they climb on the large frame and use wheeled toys.

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Outcomes for children are good

Children develop many skills for their future learning and school. They are confident, and learn to persevere with tasks. Children recognise letters and know what sounds they make. Children are sociable and participate in group activities, where they enjoy singing songs and listen to stories. Children gain early mathematical skills, such as quantity, position and capacity as they fill containers with sand and water. They develop good independence skills, such as dressing themselves and fastening their coats.

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Setting details

Unique reference number EY495580 Local authority Birmingham Inspection number 1100602 Type of provision Full-time provision Day care type Childcare - Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 4 Total number of places 36 Number of children on roll 33

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Telephone number

Superstars Day Nursery Ltd Handsworth Wood registered in 2016. The nursery employs 12 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 3 and four members of staff hold qualifications at level 6. The nursery opens Monday to Friday, 8am to 6pm, all year round except for bank holidays. The nursery offers funded places for three- and four-year-old children.

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Telephone 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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Telephone 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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Telephone 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 .

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Telephone number

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Telephone 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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