Aeysha's Play Nursery

Aeysha's Play Nursery St Vincents Hall, Botany Walk, BIRMINGHAM B16 8ED

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Inspection date 6 December 2018 Previous inspection date 13 February 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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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This provision is good

n Staff have made significant improvements since the last inspection. Staff know children well. They undertake sharply focused observations of children's play and use these to assess their development and plan effectively for their future learning needs. As a result, children make good progress. n Activities interest, challenge and motivate children to learn. Children make choices with regard to their play and follow their own ideas. Resources are plentiful. Children play well with their peers and they make clear friendships. n Staff and parents work effectively in partnership. Parents share lots of information about their child's development and interests from the start. Staff keep parents informed about their child's progress and achievements. They share ideas with parents of ways of continuing their child's learning at home. n Staff use self-evaluation effectively to continually enhance the provision and raise

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This provision is good

outcomes for children. They actively seek the comments and views of parents and children and use these to help identify areas of strength and areas for development within the nursery. n Children follow good hygiene routines. They fully understand the importance of washing their hands at appropriate times during the day. n Staff do not always make the most of spontaneous play situations to further enhance children's learning. n Staff have not fully considered ways to provide opportunities for children to include their home language in their play and learning.

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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 make the most of spontaneous situations to enhance children's learning further n provide more opportunities for children to hear, use and see visual references to their home language in their play and learning.

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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 staff and children at appropriate times during the inspection. n The inspector completed a joint observation with the nursery manager. n The inspector held a meeting with the nursery manger and looked at relevant documentation. The inspector looked at evidence of the suitability of staff working in the nursery. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. Staff are fully aware of the procedures for raising a concern about a child in their care. They are vigilant with regard to safety. Security arrangements are good and children are not able to leave the nursery unsupervised. Recruitment procedures and the ongoing monitoring of staff's practice is good. Staff identify professional development opportunities and use the information from training undertaken to enhance their practice and skills. For example, they have looked at different ways of enhancing the quality of teaching within the nursery. Staff work closely with other professionals, such as the local authority, to help raise the quality of their provision. Parents speak positively about the nursery and the kind, caring staff. They say their children enjoy attending and happily join in the activities.

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Quality of teaching, learning and assessment is good

Children engage is a wide variety of activities. Staff regularly assess and track children's learning and development. This enables them to quickly identify any gaps in learning, and support children to make good progress. Children excitedly engage in activities and eagerly involve staff and their peers in their play. They enjoy looking at books alone or with staff. Staff ask questions to encourage their language and communication skills and they give children lots of praise and encouragement. Children use their imagination well. For example, they learn to use safety knives carefully to cut fresh peppers and potatoes in the role-play kitchen. They add porridge oats and herbs and create their own pretend pepper cake. Children pretend to cook the cake in the play oven and serve the food for staff when it is ready.

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Personal development, behaviour and welfare are good

Children behave well. They use their manners well and understand the importance of being kind to each other. Staff meet children's care needs competently. They support children to develop independence in their personal care routines and throughout the day. Children benefit from plenty of fresh air each day and they enjoy being physically active. They use wheeled toys confidently and manoeuvre around obstacles in the garden. Children are very inquisitive about the natural world. They enjoy looking for birds and different insects in the garden and carefully use magnifying glasses as they explore. Staff work closely with parents and they hold discussions about foods they provide for their children to encourage them to make healthy choices.

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Outcomes for children are good

Children make good progress. They learn the essential skills they need for future learning in readiness for the move on to school. Children learn to count as they measure out ingredients to make dough. They develop good dexterity as they use small tools to cut and make shapes in the dough, and manipulate it to create models. Children register their attendance at nursery. They learn to recognise their names in print and to write them.

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Setting details

Unique reference number EY429507 Local authority Birmingham Inspection number 10080386 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 3 - 4 Total number of places 48 Number of children on roll 25 Name of registered person Birmingham Community Venture

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reference number

Date of previous inspection 13 February 2018 Telephone number 01214545125

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reference number

Aeysha's Play Nursery registered in 2011. The provider employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or above. The nursery opens from Monday to Friday during term time. Sessions are from 8am until 5pm. The nursery receives funding to provide free early education for 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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