Heather's Day Nursery

Heather's Day Nursery James Backhouse Place, Holgate, York, North Yorkshire YO24 4NS

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Inspection date 30 August 2018 Previous inspection date 28 April 2014

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Partnerships with parents are strong. Parents are involved in children's learning and development from the outset of care. For example, staff encourage them to share information about what children can do and their current interests at home. This helps to promote good continuity of care and learning between the nursery and home. n Staff plan activities that support what children need to learn next. They follow children's different fascinations, such as space and animals. Activities are enjoyable and motivate children to learn; for example, they delight at creating 'alien slime'. This helps children to make good progress. n Staff support children's transitions successfully. For example, they spend time sensitively settling children who are visiting nursery for the first time. They invite teachers to visit when children are ready to move on to school. n Staff attend a variety of professional development opportunities. These help to improve

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The provision is good

their knowledge and skills and boost their motivation. Among other things, staff take part in a baby room project. This helps staff to reflect on how young children learn and ensure activities are well-matched to their needs. n Children's behaviour is good. Staff skilfully promote children's emotional well-being and develop their understanding of how to behave appropriately. They consistently praise children's achievements, which helps to foster their confidence and self-esteem effectively.

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It is not yet outstanding because:

n Staff do not offer as wide a variety of learning experiences outdoors as indoors, for those children who prefer to learn outside. n Staff do not make the best use of opportunities to strengthen and maximise children's language and communication skills further.

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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 enhance the outdoor provision further to offer an even wider variety of learning experiences for those children who prefer to learn outside n make the most of opportunities to strengthen and maximise children's communication and language skills 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 with staff and children during the inspection. n The inspector completed a joint observation with the manager. n The inspector held a meeting with the management team and discussed self- evaluation. She looked at relevant documentation, such as children's assessments, planning, policies and procedures, and evidence of the suitability of staff working in the setting. n The inspector spoke to parents during the inspection and took account of their views received via email and recorded on the nursery questionnaires.

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Effectiveness of leadership and management is good

The manager has worked on the recommendations for improvement raised at the last inspection. For example, she completes thorough supervisory meetings with staff to discuss their performance and address any issues. They have regular team meetings and complete observations of each other's practice. Overall, this helps to monitor the quality of staff's teaching. The manager gathers and uses the views of parents and staff to help her to reflect on the effectiveness of the nursery. For example, she identified that parents would like further information regarding the early years foundation stage. She is running training sessions to help to develop their understanding of this further, as well as a first-aid course by request. Safeguarding is effective. Staff demonstrate knowledge of different types of abuse and wider safeguarding issues. They are clear about what action to take and how to refer any concerns. Robust policies and procedures are in place to

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Quality of teaching, learning and assessment is good

Staff make regular and precise assessments of children's play. Parents are kept well informed of their children's progress. For example, they can access observations, photographs and summaries of learning via an online system. Parents are encouraged to support learning in the home in a variety of ways, such as borrowing resources to help to extend children's learning further. Staff consistently join in with children's play; for example, they promote their problem-solving skills effectively. When older children build a marble run together, staff support them to make decisions about where to connect the pieces. Children think about how these could affect the stability of the base or the movement of the marbles. Staff model different ideas and encourage children to copy, while they enjoy exploring ice cubes and the texture of shaving foam.

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Personal development, behaviour and welfare are good

Staff promote children's growing independence effectively. For example, children serve themselves at mealtimes and practise pouring their own drinks. Babies persevere to put on their own shoes and they attempt to feed themselves. Staff support children's individual needs well, such as offering alternative food for those with allergies or those less reluctant to eat. Children benefit from outdoor learning sessions at the local park and go on trips in the community. Babies climb up steps to use the slide and enjoy driving ride-on toys. Older children practise scooping, mixing, filling and emptying containers while they play in the mud kitchen. This helps to promote children's physical development successfully.

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Outcomes for children are good

Children are achieving in line with expectations for their age and make good progress during their time at nursery. They develop key skills for their future learning and in readiness for school. For example, they create patterns and shapes using peg boards and elastic bands. They sing number songs and calculate how many objects are left. This helps to promote their mathematical understanding well. Children develop early writing skills. For example, babies make marks in sand with their fingers, brushes and combs. Older children learn about letters and sounds and practise writing their own names.

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Setting details

Unique reference number 321475 Local authority York Inspection number 10059974 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 0 - 4 Total number of places 36 Number of children on roll 65 Name of registered person York Childcare Limited

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reference number

Date of previous inspection 28 April 2014 Telephone number 01904 780277

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reference number

Heather's Day Nursery registered in 1995. The nursery employs 15 members of childcare staff. Of these, 13 hold appropriate early years qualifications at level 3 and above, including one who holds early years professional status. The nursery opens Monday to Friday from 8am to 6pm all year round, except for one week at Christmas and for bank holidays. 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.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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