Ladybird Nursery

Ladybird Nursery Tunstall Hall, MARKET DRAYTON, Shropshire TF9 4AA

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Inspection date 28 August 2018 Previous inspection date 25 April 2016

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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

n Risk assessments do not consistently identify the action to be taken to minimise all potential risks to children. This is with specific regard to hazards in the outdoor play area and ensuring fire exits are free from obstruction. n The quality of teaching is variable in the nursery. Sometimes, practitioners do not always interact with children to extend and focus children's learning and emerging language skills even further. n Activities in the outdoor play area are not consistently planned to challenge and excite children's learning.

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It has the following strengths

n The manager and practitioner team are well qualified. The manager is committed to developing the nursery and take steps to improve the quality of provision. n Children are happy and settled in this welcoming nursery. Practitioners know the children well. Children receive cuddles, reassurance and praise. This fosters their emotional well-being successfully. n Children's behaviour is good. Practitioners have a warm and caring approach, and they provide a good role model to children. They speak to children respectfully and provide gentle reminders about taking turns and sharing.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that effective risk assessment procedures are implemented to identify and minimise potential risks and hazards to children 14/09/2018

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What the setting needs to do to improve further

monitor the quality of teaching and learning more precisely to identify how practitioner skills can be further improved, to help children achieve even better levels of learning 14/09/2018

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What the setting needs to do to improve further

ensure the premises and outdoor play spaces and equipment used are safe and suitable. 14/09/2018

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n improve planning to make better use of the outdoor area, to challenge children's learning further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke to children and practitioners at appropriate times during the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager and looked at relevant documentation, such as a sample of policies and procedures, planning and development records, and evidence of the suitability of practitioners working in the setting.

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Effectiveness of leadership and management requires improvement

Risk assessments are not fully effective in making sure that all areas used by children are as safe as possible. For example, in the outdoor area rain water accumulates in some play equipment and storage boxes. Some of this water is stagnant and may pose a risk of infection. Furthermore, the fire exit in the baby room is not free from obstruction. The manager states that she will take prompt action to attend to these risks. Systems are in place to monitor the quality of teaching and learning. However, this is not as successful as it could be to help practitioners improve their teaching skills even further, to support children's learning to the highest level. Safeguarding is effective. Practitioners understand child protection procedures and know what action to take if they are concerned about a child's safety. Planning, observation and assessment work generally well and children's progress is tracked to ensure any gaps in learning are identified.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. Practitioners use some effective teaching strategies. They interact generally well with the children as they play. However, there are times when practitioner communication and modelling language to the children are not as effective as they could be. Children have opportunities to play outdoors each day. However, the activities and resources are not as well planned and organised as those available indoors. Practitioners encourage new children to try different experiences, such as feeling the texture of sand and exploring paint with brushes and their hands. Children enjoy making marks and concentrate well as they dip dinosaurs and wooden blocks in paint to make the footprints of a monster in a well-known story. Babies and younger children explore their playroom with confidence and have easy access to a good range of resources to investigate at their own pace. Older children use their imaginations in role

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Personal development, behaviour and welfare require improvement

Due to weaknesses in risk assessment procedures, children's safety and welfare are not fully protected. Children are cared for in a welcoming environment. Practitioners closely monitor the individual routines of young babies to make sure their care needs are met. Children eat healthy snacks and meals, and wash their hands at appropriate times. Practitioners help children learn about the wider world through a range of activities linking to different celebrations. Parents are kept informed about topics and planned activities, and this helps them to be involved in their child's learning at home.

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Outcomes for children require improvement

Weaknesses in the overall quality of teaching mean that children are not consistently supported to reach their full potential. Children are gaining skills they need to prepare them for their eventual move to school. Early literacy and mathematical skills are fostered appropriately. Children begin to learn about letters and the sounds they represent, and to recognise and practise writing their name. They count and begin to understand about size and shape.

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Setting details

Unique reference number EY442696 Local authority Shropshire Inspection number 10065819 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childcare on non-domestic premises Age range of children 0 - 4 Total number of places 54 Number of children on roll 32 Name of registered person Ladybird Day Nurseries Limited

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reference number

Date of previous inspection 25 April 2016 Telephone number 01630656599

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reference number

Ladybird Nursery registered in 2012. The nursery employs nine members of childcare staff. Of these, five hold appropriate qualifications at level 3 and one holds early years practitioner status. The nursery is open Monday and Friday, from 7.30am until 6pm. It provides funded early education for two-, three- and four-year-old children.

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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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procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.ofsted.gov.uk

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