Bloom Day Nursery

Bloom Day Nursery 52-54 Talbot Road, Old Trafford, MANCHESTER, M16 0PN

p.1

Inspection date

Previous inspection date 22 February 2018 29 July 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The committed manager demonstrates a vision to continue to improve outcomes for children. She leads a well-established team to develop, promote and deliver the exciting learning opportunities available in this stimulating environment.  Staff have a good understanding of the early years foundation stage. They follow an effective plan-do-review system to ensure children achieve their next steps in learning.  The positive behaviour management system is effective and children's behaviour is good. Staff are good role models for children, who receive praise for their achievements and so develop a good sense of self-esteem.  Partnerships with parents are well established. Parents spoken to at inspection describe how they enjoy sharing information to support their children's learning. Staff value parent involvement and share activities with parents to promote home learning.  The setting has good relationships with external professionals. Children who may have

p.1

This provision is good

special educational needs are identified and staff work closely with parents and professionals to provide individualised learning support plans.

p.1

It is not yet outstanding because:

 The manager does not yet rigorously track the progress of different groups of children to target teaching and enhance areas of provision, to promote improved outcomes for all.  Self-evaluation systems are not yet used to effectively to evaluate the identify areas of improvement and raise the quality of the setting to an even higher level.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 extend the tracking and monitoring of the progress of different groups to analyse what more can be done to promote the best possible outcomes for all children  enhance the process of self-evaluation to fully identify strengths and areas for development, to drive continuous improvements and raise the quality of the setting to an even higher level.

p.2

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 two joint observations, one with the manager and one with a deputy manager.  The inspector held a meeting with the manager 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.

p.2

Effectiveness of the leadership and management is good

The motivated manager works hard to support a team that works very well together. The manager promotes continuous staff development. All staff access a variety of training opportunities via an online portal. Further systems are in place to promote professional development. For example, staff complete observations of one another and provide feedback. Safeguarding is effective. Staff are aware of relevant procedures and have a good understanding of signs and symptoms which may cause concern about a child's welfare. A safeguarding audit has been completed in line with local authority guidance. Safer recruitment practices are embedded to ensure staff are suitable to work with children. Staff deployment is effective. Children benefit from high adult-to-child ratios.

p.3

Quality of teaching, learning and assessment is good

Teaching practices are good. Staff use a thorough planning system to develop learning activities based on individual children's needs and interests. As a result, children achieve their next steps in learning. Children relish in the activities provided daily. Babies squeal and flap their hands with excitement as they explore coloured spaghetti. Children identify numbers on stamps and use small muscles in their hands and fingers to make marks on paper. Older children access Spanish lessons, which helps them to develop an awareness of diversity and culture. For example, children talk about what they do at weekends. Staff adapt their teaching practices to ensure children are able to take part in the learning experiences. For example, staff help children who have additional needs to follow daily routines by showing them objects linked to activities.

p.3

Personal development, behaviour and welfare are good

The key-person system is highly effective. Secure relationships between staff and children are a key strength of the nursery. Staff sensitively respond to children's individual needs. For example, babies seek their key person to share their exciting learning experiences. Children have good relationships with their peers and demonstrate positive social skills. Older children play well together in small groups, taking turns to build a train track. Children's physical skills are promoted through exercise-focused play sessions. Healthy snacks and meals are provided, and children learn about the importance of good hygiene practices. Older children develop independence as they wash their hands before serving themselves dinner and pouring their own drinks.

p.3

Outcomes for children are good

Children make good progress from their starting points. Babies use their hand grasp to pick up chalks and make marks on chalkboards. Two-year-old children splash in the water tray and become familiar with colour as they use their hand muscles to squeeze coloured paints into the water. Children entitled to additional funding are supported through the use of additional resources purchased to help promote their development. Older children enjoy small focused learning sessions in their key groups. For example, they access letters and sounds groups to support early literacy skills. This promotes their skills for the next stage in their learning, such as school.

p.3

Setting details

Unique reference number EY473479 Local authority Trafford Inspection number 1105695 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 96 Number of children on roll 104 Name of registered person JCM Nurseries Limited

p.4

reference number

Date of previous inspection 29 July 2014 Telephone number 01618737432

p.4

reference number

Bloom Day Nursery registered in 2014. It is situated in a four-storey detached building and operates over two floors. The nursery employs 24 members of childcare staff. Of these, 13 hold appropriate early years qualifications at level 3, three hold level 6 and one holds early years professional status. The nursery opens Monday to Friday, all year round, except for bank holidays and one week at Christmas. Sessions are from 7am until 7pm.

p.4

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.

p.4

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.

p.4

reference 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 .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5