Alphabet Day Nursery

Alphabet Day Nursery Alphabet Nursery, Station Road, Peterborough, PE7 2HA

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Inspection date

Previous inspection date 20 December 2017 Not applicable

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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:

 While there are some arrangements to support children who have special educational needs (SEN) and/or disabilities, these are not implemented consistently to help all children to make the best-possible progress in their learning.  The provider does not consistently support staff to improve their understanding of how to deliver high-quality learning experiences for all children, including those who have SEN and/or disabilities.  Staff do not plan consistently well to support children's learning and development, particularly in the pre-school room. For example, staff sometimes do not consider children's individual needs or build on their interests when planning activities or when supporting them during activities.

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It has the following strengths

 Staff support children's communication and language skills well. They respond to babies' babbles and the initial sounds they make. Staff extend children's language skills as they introduce simple, meaningful words for children to hear.  Children build secure bonds with staff. They seek out their key person for reassurance when needed and enjoy playing alongside them. Staff are good role models. They are kind, warm and polite. They teach children to be kind to their friends.  Children independently choose what they want to do and are confident to express their views. They take pride in their achievements. Children enthusiastically show others their completed tasks and welcome praise from staff and others.

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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

 ensure that the arrangements in place to support those children who have special educational needs and/or disabilities are highly effective and help all children to make the best-possible progress 20/03/2018

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Due Date

 support staff to develop a greater understanding of how to consistently provide high-quality learning opportunities for all children, including those who have special educational needs and/or disabilities 20/03/2018

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Due Date

 improve planning in the pre-school room, so that all children experience tailored learning opportunities, taking account of their individual needs and interests. 20/03/2018

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Inspection activities

 The inspection was carried out as a result of a risk assessment, following information received by Ofsted about this provider.  The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector spoke with children and staff during the inspection.  The inspector held a meeting with the nursery management team and provider. She looked at relevant documentation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

Staff lack an in-depth understanding of how to support some children who have SEN and/or disabilities. The provider identifies this lack of knowledge and understanding. However, she is not proactive in supporting staff to gain additional knowledge to help them to meet children's specific learning needs. Despite this, staff provide effective interventions where children have complex medical needs. The provider works with other professionals and families and shares detailed information with them where there are concerns about children's development. Safeguarding is effective. Staff understand their responsibilities to keep children safe from harm. They know how to report any concerns they have about children's welfare. The provider reflects on provision and children's progress as a whole. She identifies areas to improve, such as she implements new ideas to raise boys' interest in writing.

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Quality of teaching, learning and assessment requires improvement

Staff know the children well and complete detailed assessments of their capabilities. However, some staff in the pre-school room do not plan effectively, taking into account children's interests to meet their specific needs. They do not build on children's interests and increase their level of engagement and concentration in activities enough. For example, they distract children who are deeply involved in an activity to encourage them to tidy away toys. Staff who work with babies and toddlers are more successful in engaging children. They use effective questioning and join in with children's play. For example, in the toddler room, they build on children's imagination as they use dough to make familiar objects. Staff engage babies for prolonged periods given their age. Staff share information with parents about children's development. Parents value this information and comment that it keeps them fully informed about children's progress.

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Personal development, behaviour and welfare require improvement

Weaknesses in staff's knowledge of how to support children who have SEN and/or disabilities means that staff are not highly responsive to children's individual needs. However, children enjoy their time in the nursery, playing alongside their friends. Older children follow staff's instructions as they learn to share resources and take turns. Children have regular opportunities to take part in physical activity outdoors. Staff support children to become independent in addressing their self-care needs, such as preparing themselves to go outdoors. Staff support children's good health and provide them with healthy food throughout the day.

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Outcomes for children require improvement

Weaknesses in teaching prevent some children from making good enough progress, particularly those children who have SEN and/or disabilities. While children do make progress, gaps in learning are not consistently closing at a quick enough pace to ensure that all children are fully prepared for their eventual move on to school. Despite this, children enjoy taking part in activities and concentrate well in self-chosen activities.

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Setting details

Unique reference number EY497360 Local authority Cambridgeshire Inspection number 1119587 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 - 5 Total number of places 56 Number of children on roll 71 Name of registered person Little Acorn Day Nurseries Ltd

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reference number

Date of previous inspection Not applicable Telephone number 01733350781

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reference number

Alphabet Day Nursery registered in 2016. The nursery employs 13 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday for 51 weeks a year. Sessions 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

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