The Learning Tree Derby Ltd

Best Start at Sinfin Sinfin Childrens & Young Peoples Centre, Sinfin Lane, Sinfin, DERBY DE24 9SF

p.1

Inspection date 12 October 2018 Previous inspection date 15 October 2015

p.1

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

p.1

The provision is good

n The new manager is well qualified and effective in leading the knowledgeable, enthusiastic and dedicated staff team. She is a reflective manager and evaluates her setting and staff well. Feedback from staff, parents and the local authority is used to make well-planned improvements. For example, the manager has improved the tracking of children's development to ensure all children make consistently good progress. n Staff effectively meet the needs of children who have special educational needs (SEN) and/or disabilities and those who speak English as an additional language. Additional support is put in place quickly when required. Children thrive and have their individual needs met well. n Partnerships with parents are strong. Staff successfully involve parents in their children's learning, and systems to share information are extremely effective. For example, staff invite parents in for coffee mornings, send out newsletters and routinely

p.1

The provision is good

inform parents about how they can continue to support children's learning at home. n Teaching is good. Staff are highly skilled in guiding children's learning as they play. They listen to children, observe them closely and consider their views. Staff provide activities and experiences that motivate children to play purposefully. n There are particularly good opportunities for children to develop physically and learn how to manage risks. For example, boys who enjoy learning outdoors are provided with plenty of space and equipment to help them to experiment with lifting, climbing, stacking and balancing.

p.1

It is not yet outstanding because:

n Although the manager has started to implement supervisions and a programme of professional development, these are not embedded into practice to help staff raise the standard of teaching to the highest level. n Sometimes, the staff's use of questioning does not focus fully on extending and challenging children's learning to the highest level during activities and discussions.

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

n enhance the programme for professional development and continue to embed the supervision of staff, to focus on developing staff teaching skills to an outstanding level n strengthen the way staff ask questions in order to help challenge children's learning even further.

p.2

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 observed a planned activity and then evaluated this with the nursery manager. n The inspector sampled a range of documentation, including records to show the progress children are making, staff files, safeguarding reports and evidence of the suitability of staff. n The inspector spoke with staff and children during the inspection at appropriate times. She sampled the planning of activities and discussed this with staff. n The inspector spoke with a number of parents and took account of their views.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. Staff are confident about how to keep children safe from harm and knowledgeable about the procedures to follow if they have any concerns about a child's welfare. The new manager has worked hard with her staff team and the local authority support worker to improve outcomes for children. Careful monitoring on how well individual and different groups of children achieve, helps the manager to identify trends in children's learning. Effective planning is implemented to help close any gaps in children's development. For example, action plans are in place to enhance opportunities for children to extend their mathematical ideas and thinking. Staff have formed good relationships with other professionals, such as speech and language therapists. This has a very positive impact on the progress children make in their communication and language development. Children and families benefit from extensive

p.3

Quality of teaching, learning and assessment is good

Qualified staff provide a good mix of child-initiated and adult-led activities. They work closely together to keep a close check on individual children's progress and generally plan well to support and challenge their next steps in learning. Early mathematical skills are taught well through play. Children play alongside staff at the dough table. They learn about the vocabulary of shapes, sizes and colours as they make their own models. Staff use effective teaching to support children who have SEN and/or disabilities. For example, they follow well-structured routines, repeat familiar activities and use picture cards to reinforce spoken language. This helps to strengthen concentration skills and understanding of instructions for children who have SEN and/or disabilities.

p.3

Personal development, behaviour and welfare are good

Children have a highly nurturing settling-in experience and develop an excellent bond with their key person. This is because staff take time to tailor the provision to meet children's individual needs. For example, children who speak English as an additional language are provided with a key person who can speak their home language where possible. This helps children to feel safe and secure when they first start in their new environment. Children develop a good understanding of healthy foods as they discuss the benefits of healthy eating at mealtimes. Children behave very well and clearly understand the routines. For example, when the timer has run out children tell the staff that it is time to ring the triangle and open up the outside area. Children demonstrate their confidence and emerging independence as they manage their own personal care, such as toileting and hand washing.

p.3

Outcomes for children are good

Children are active and confident learners, who independently initiate their own play. They gain excellent listening and attention skills as they sing and dance along to action songs during group-time activities. Children strengthen their arm and hand muscles in readiness for writing. They squash, squeeze and roll the dough out. Children grow in confidence and gain strong social skills that help to prepare them for their next stage in learning, such as school.

p.3

Setting details

Unique reference number EY467568 Local authority Derby Inspection number 10070729 Type of provision Full day care

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 3 Total number of places 16 Number of children on roll 18 Name of registered person Best Start Childcare Ltd

p.4

reference number

Date of previous inspection 15 October 2015 Telephone number 07841911628

p.4

reference number

Best Start at Sinfin registered in 2013. It is one of two settings owned by Best Start Childcare Limited. The nursery employs six members of childcare staff, four of whom hold appropriate early years qualifications at level 3 and the manager who holds a foundation degree in early childhood studies. The nursery opens for funded sessions from Monday to Friday from 9am until 3pm, with an option of breakfast and after school club from 7.30am until 9am and from 3.30pm until 6pm term time only. During school holidays the nursery provides care from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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.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.

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 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

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 monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

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

p.5