Sidmouth Daycare Nursery & Preschool

Sidmouth Daycare Nursery & Preschool All Saints Road, Sidmouth, Devon, EX10 8ES

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Inspection date

Previous inspection date 17 January 2018 Not applicable

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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:

 The management team does not provide effective support and coaching for staff, to recognise their individual strengths and areas for development, and keep staff's knowledge and skills up to date. The quality of teaching is variable. For example, staff do not consistently extend the learning of the oldest children, to build further on what they know.  Staff working with the youngest children do not routinely interact with them when they eat, and they set out some activities that are too high for the babies to reach, so they are unable to join in.  The management team does not monitor the assessments of individual or groups of children. Management cannot identify the rate of progress that each child makes or any patterns in their learning, to help improve all children's learning and evaluate the setting more thoroughly.

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It has the following strengths

 Staff provide good support for children with delayed development. They work in close partnership with parents and outside agencies, to find out how they can plan complementary learning experiences. Children who require additional support make good progress.  Staff know the children well and welcome them warmly each day. Children arrive confidently, happily greet the staff, and eagerly explore the toys and resources.

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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

 provide staff with the necessary support, coaching and training opportunities to ensure better consistency in the quality of their teaching, to help all children make good progress 28/02/2018

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Due Date

 monitor the assessment of individual and groups of children, to identify and address gaps in their learning quickly, and reflect on the rate of progress that all children make. 28/02/2018

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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

 improve the skills of staff who work with the youngest children, to provide more interaction at snack and mealtimes, and ensure babies can participate in all activities in their playroom  ensure staff provide a good level of challenge for the oldest children, to help them make improved progress in their learning  use self-evaluation more effectively, to include and review all aspects of the practice and provision, to identify and address areas for improvement.

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Inspection activities

 The inspector observed children's interaction during routine tasks, and their participation in adult-led activities and self-chosen play.  The inspector carried out a joint observation with the provider to evaluate the quality of teaching and learning during a planned activity.  The inspector held discussions with staff, children and parents to take account of their views.  The inspector held a meeting with the provider at an appropriate time during the inspection.  The inspector sampled a range of documentation, including self-evaluation records, staff's suitability checks and training certificates, and children's learning records.

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Effectiveness of the leadership and management requires improvement

Since the last inspection, the management's monitoring of the quality of teaching has not been effective. Staff do not receive regular support, coaching or training to make the best of their individual strengths and build on any areas for development. As a result, the quality of teaching is inconsistent. For example, staff position babies well at mealtimes so they can see the other children, but they do not routinely interact with them to develop their communication and language skills. The management does not monitor the assessments of individual or groups of children, and is not aware of the progress that children make. Self-evaluation is not thorough enough to fully benefit the children. Safeguarding is effective. There are suitable recruitment and vetting processes to check staff's suitability, and the management and staff carry out ongoing risk assessments to ensure they provide a safe environment. They have a clear understanding of the

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Effectiveness of the leadership and management requires improvement

safeguarding procedures to follow if they have any concerns about a child's welfare.

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Quality of teaching, learning and assessment requires improvement

Staff ably identify each child's stage of development. They plan enjoyable activities that interest the children, although the variable quality of teaching means that not all children make as much progress as they could. For example, during a mathematics activity, some of the older children easily identify the shapes, but staff do not provide any further challenge to extend their learning. Staff do not ensure that all babies can reach the activities they set out on tables, so some of the younger ones are unable to join in and miss out on the learning opportunities. Staff have good links with parents and regularly share information to support children's development. They provide many opportunities for babies and toddlers to practise their early writing skills. For example, staff encourage them to use the chalks, pens and paints. Young children greatly enjoy this experience and concentrate well.

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Personal development, behaviour and welfare are good

All children are content and feel secure in staff's care. For example, toddlers confidently approach them to ask for help when needed. Children form strong bonds with the caring staff team and learn good social skills from these positive relationships. For instance, several older children eagerly offer to help a friend when they notice they are struggling to carry a heavy box. Staff provide lots of praise to effectively build children's self-esteem. They have created a particularly attractive playroom for the older children and provided a broad range of toys for them to explore and investigate. Children benefit from daily exercise and fresh air as they explore and learn about the local community.

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Outcomes for children require improvement

Although children make steady progress and develop the basic skills they need for school, inconsistencies in teaching mean that, at times, not all make the progress of which they are capable. Older children are independent and do things by themselves. Children enjoy listening to stories, concentrate well and eagerly explore the available toys.

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Setting details

Unique reference number EY497001 Local authority Devon Inspection number 1035104 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 1 - 4 Total number of places 27 Number of children on roll 31 Name of registered person Sidmouth Daycare Nursery and Pre-school

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reference number

Date of previous inspection Not applicable Telephone number 01395 515510

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reference number

Sidmouth Daycare Nursery & Preschool re-registered in 2015 in the town of Sidmouth, Devon. It opens from 8.30am to 5pm each weekday, all year round. The setting employs seven staff to work with the children, all of whom hold a relevant qualification to at least level 2. The members of the management team hold a relevant degree and a childcare qualification at level 3 respectively. The setting receives funding to provide free early education for children aged two, three and four years.

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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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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