Mel's Totstop Day Nursery

Mel's Totstop Day Nursery Rosecliffe, Rossall Close, Bottesford, SCUNTHORPE, South Humberside, DN16 3QT

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Inspection date

Previous inspection date 3 October 2017 22 August 2014

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Leaders are not yet fully effective in monitoring and coaching staff to enable them to address the inconsistencies in the quality of teaching.  Leaders are not yet fully effective in identifying and addressing weaknesses in daily routines and the physical environment that hinder children's play and learning.

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It has the following strengths

 Relationships are positive on all levels. Staff create a warm, friendly and safe environment where children are happy and parents feel welcome. Consequently children arrive happily, settle quickly and behave very well.  Staff forge strong links with parents. Parents speak very highly of the nursery and of the support that they get if their children need extra help.  Children develop a good level of independence, for example, by learning to set the table for lunch, serve themselves and clear their dishes away afterwards.  The younger children benefit from a very pleasant, calm environment where they concentrate in their chosen play for extended periods and are effectively supported by staff.  Leaders work well with the local authority advisory service to continually improve the service to children and their families.

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What the setting needs to do to improve further

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

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Due Date

 improve consistency in the quality of teaching and learning across the nursery through rigorous monitoring, thoughtful reflection and coaching staff effectively 28/02/2018

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Due Date

 identify when daily routines and the physical environment are limiting children’s play and implement changes that will have the most significant impact on children’s engagement and learning 28/02/2018

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Inspection activities

 The inspector observed children taking part in a range of activities both indoors and out.  The inspector spoke with staff and children during the inspection.  The inspector observed the quality of care and teaching and assessed the impact this has on children's learning, development and welfare. The inspector also carried out joint observations with the manager.  The inspector held a meeting with the nursery manager.  The inspector spoke with several parents during the inspection and took account of their views.  The inspector looked at children’s records, evidence of the suitability of staff working in the provision and a range of other documentation, required for the safe and effective management of the provision.

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Effectiveness of the leadership and management requires improvement

Leaders welcome the regular support from the local authority. With this support they have begun to implement systems to monitor and improve the quality of teaching. This is not yet fully embedded into regular practice. Therefore the quality of teaching, which includes the preparation and delivery of activities, is variable. Safeguarding is effective. Staff have attended training, relevant to their level of responsibility, to help them to understand how to protect children. All the necessary documentation is in place for the safe management of the provision and the protection of children. Recruitment procedures and ongoing dialogue with staff ensure that they continue to be suitable to work with children.

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Quality of teaching, learning and assessment requires improvement

At times, children are fully engaged in their play and are supported effectively by staff. For example, children are proud of the warm praise they receive when they persevere to get the shaped blocks into the corresponding holes, or have scooped the sand into the sieve. They are also very interested and engaged when they discover what is inside the pumpkin; more able children talk confidently about the seeds and the flesh. However, leaders do not always identify when additional resources are needed to extend children’s play and enable more children to take part. Consequently some children become bored and wander off. In the same way, some routines have a positive impact on children's learning and development; lunchtimes provide good opportunities for children to develop their independence and chat in small groups. However, at other times, children spend too long waiting, for example, when they are ready to go outside but have to wait a long time

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Quality of teaching, learning and assessment requires improvement

for staff to take other children to the toilet. Similarly, sometimes children are ready for a story, yet have to wait for staff to find a book. This limits the time available for play, and learning throughout the day.

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Personal development, behaviour and welfare are good

Staff get to know the children and their families very well. Therefore children's individual care needs are met effectively. Strategies to engage parents in their children's learning are, on the whole, successful. Parents confirm that advice offered to them before the summer break, and links with other agencies, have helped their children to maintain and improve their language skills and be more ready for school. Children's health benefits from a balanced diet. They enjoy the home-cooked food and fresh fruit. The older children drink plenty of water because they like using the small jugs to pour their own drinks. Behaviour throughout the nursery is good. Children are supported effectively to take turns, share and be kind. Older children confidently relate these rules to the toy crocodile, telling it that, at nursery, everybody has to be kind to their friends.

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Outcomes for children require improvement

Children make steady rather than good progress. They are generally working within the expected developmental age bands. They are happy, active and inquisitive in their play. They are emotionally secure and gain some useful skills in readiness for their next stage in learning and the move on to school. However, teaching and learning are not consistently good, which impacts on the progress children make.

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Setting details

Unique reference number EY415454 Local authority North Lincolnshire Inspection number 1101720 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 8 Total number of places 52 Number of children on roll 164 Name of registered person Mel's Totstop Limited

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reference number

Date of previous inspection 22 August 2014 Telephone number 01724851333

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reference number

Mel's Totstop Private Day Nursery was registered in 2010. It operates in Bottesford, Scunthorpe, North Lincolnshire. The nursery opens five days a week from 7.30am until 6pm, all year round, except bank holidays and a week at Christmas. An out of school club runs from 7.30am until 9am and 3pm until 6pm, during term time. Holiday play scheme sessions are available during the school holidays. The nursery receives two-, three- and four-year-old nursery funding. There are currently 11 staff working directly with the children, all of whom have an appropriate early years qualification at Level 3 or above. Three staff hold Level 6 qualifications.

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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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