Askham Bar Day Nursery

Askham Bar Day Nursery Askham Bar, Tadcaster Road, Dringhouses, York, North Yorkshire, YO24 1LW

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Inspection date

Previous inspection date 8 December 2017 22 August 2013

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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:

 Staff do not always successfully engage and involve children in purposeful play. Activities are not always challenging enough to help support what individual children need to learn next. Children do not make the progress of which they are capable.  The manager does not support staff well enough to improve their practice. For example, staff supervision sessions do not identify specific targets to address weaknesses in their practice. This means that the quality of teaching is variable, overall.  The manager does not consistently gather or use the views of parents and children when reflecting upon the effectiveness of the setting, to help identify areas for further improvement.  The manager does not monitor the progress made by different groups of children.  Staff do not make the most of opportunities to promote children's communication skills.

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It has the following strengths

 The new manager has started to make positive changes to the setting. For example, she has reorganised the rooms to better suit children's ages and stage of development.  Children develop close relationships with the staff and settle well in the nursery. This helps to promote children's personal, social and emotional development well.  Staff gather information from parents about children's development when they first start at the setting. This helps to promote continuity in children's care and learning.

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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

 ensure staff plan for purposeful play and provide challenging activities that effectively engage and meet children's next steps in learning to support all children to make good progress 12/01/2018

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Due Date

 improve the arrangements for supervision of staff to provide targeted support, coaching and training to help raise the quality of teaching overall. 12/01/2018

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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 the views of parents and children when reflecting on the effectiveness of the setting and use these to help identify and address further priorities for improvement  monitor the progress made by different groups of children to help identify any gaps in children's learning and put appropriate strategies into place to close these  make better use of opportunities to promote children's language and communication skills effectively.

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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 with staff and children during the inspection.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the nursery manager and discussed self-evaluation. She looked at relevant documentation, such as staff training records and supervision forms, children's assessment files and a selection of policies and procedures.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

The manager does not monitor staff practice rigorously enough. For example, staff supervisions are not fully effective at identifying what support or training they need, to improve the quality of teaching. The manager reflects on the effectiveness of the setting overall. However, she does not yet gather and use parents and children's views to help her to drive continual improvement. The manager has started to look at children's assessments more closely. However, they do not effectively monitor the progress of key groups, such as children who speak English as an additional language. Safeguarding is effective. Staff are clear about what action to take if they had concerns about a child. They understand policies and procedures in place. For example, they know how to reduce possible risks to children associated with mobile phones, cameras and social media.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. For example, staff do not engage children in conversation during play. They do not consistently model key language, for example, while younger children are exploring sand. Children enjoy following their own interests in play. Older boys build models and children enjoy dressing up in a variety of outfits. This helps to promote their imaginative skills well. Overall, staff observe children's play and identify the learning taking place, such as literacy. However, they do not always target activities sufficiently towards what individual children need to learn next. Staff keep parents informed about their child's development, including through daily discussions, observations and summaries of progress.

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Personal development, behaviour and welfare require improvement

Children generally behave well. However, because staff do not always plan challenging activities, which engage children effectively, they sometimes lose concentration or motivation during activities. Staff support children during care routines effectively. For example, staff understand and consistently meet babies' individual feeding needs. Older children are encouraged to get their own cutlery and pour their own drinks. This helps to promote children's independence skills. Children spend time outdoors where they practise their physical skills, going up and down the slide and balancing across the stepping stones. Staff take the children on trips in the local area, for example, they visit a railway museum.

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Outcomes for children require improvement

Staff do not always closely match activities to children's individual needs and therefore activities do not provide enough challenge to help children make consistently good progress. However, children grow in confidence and build close friendships with others. They develop some skills in preparation for school and their future learning. For example, children experiment making marks with pens on paper. They sing songs, play instruments and read books together.

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Setting details

Unique reference number 321595 Local authority York Inspection number 1064115 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 1 - 4 Total number of places 32 Number of children on roll 61 Name of registered person Lynn Dyrdal

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reference number

Date of previous inspection 22 August 2013 Telephone number 01904 703702

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reference number

Askham Bar Day Nursery registered in 1996. It is in Askham Bar, York. The nursery employs 11 members of childcare staff. Of these, nine childcare staff hold appropriate early years qualifications at levels 2 and above. The nursery opens Monday to Friday all year round, with the exception of bank holidays and one week at Christmas. Sessions are from 7.30am until 6pm. The nursery provides funded early education for 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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