Straylands Day Nursery

Straylands Day Nursery Fairfield, Malton Road, York, North Yorkshire YO31 9LT

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Inspection date 20 February 2019 Previous inspection date 20 March 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 Leaders have a clear and ambitious vision for the nursery. The staff have worked hard to address the weaknesses identified at the last inspection. Therefore, the outcomes for children are good and improving. Leaders consider and include the views of parents and children in the evaluation and improvement of the setting. n Children are confident learners. They engage in the range of interesting and fun activities provided both indoors and outdoors for all age groups. n Staff demonstrate good-quality teaching, taking into account the needs and interests of the individual children. As a result, children are effectively challenged to achieve next steps in their learning. n The youngest children show interest and preference for the range of open-ended natural materials and resources provided for them in the baby room. Staff encourage exploratory and sensory play which helps the babies learn about the world around

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This provision is good

them. n Staff promote children's health well. They provide a balanced and nutritious diet. Children have opportunities to exercise and play outside. There are comfortable areas to rest and sleep. Staff promote good hygiene practices, such as handwashing. n The provision for children with special educational needs and/or disabilities is good. The staff have high expectations for all children and as a result, all children make good progress. n Partnerships with parents are good. Parents comment that staff involve them and that the nursery has been an important factor in their children's progress. n The key-person approach does not always offer continuity of care for all children. Care routines such as nappy changing, toileting, feeding and sleeping are not always supported by a familiar adult.

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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 further develop the key-person approach so that continuity of care is carefully considered and children know who will help them with their intimate care routines.

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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 completed a joint observation of an activity with the manager. n The inspector held a number of discussions with staff, children and parents throughout the day. n The inspector looked at relevant documentation, including a sample of policies, evidence of staff suitability and children's development records. n The inspector held a meeting with the manager and provider to discuss the leadership and management arrangements in the setting. These include the training and support offered for staff, how the leaders evaluate the effectiveness of the setting, and what they do to keep children safe.

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Effectiveness of leadership and management is good

Leaders' clear and ambitious vision for the setting is communicated to the staff team through monthly training workshops, regular supervision meetings and evaluative peer observations. The quality improvement plan for the setting is regularly shared at team meetings. Progress against the plan is monitored by the manager and the provider. The arrangements for safeguarding are effective. Staff are able to identify possible signs and symptoms of abuse. They know how to record and report these. Leaders check the suitability of staff continuously. The manager effectively monitors staff and offers support and training where necessary to improve the quality of teaching. Leaders use funding to support children with special educational needs and/or disabilities effectively. They can demonstrate that this has made a positive impact for those children.

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Quality of teaching, learning and assessment is good

Staff consistently assess the impact of their teaching. They know what children can do and how to support their continued learning and development. The planned activities are based on children's interests and extended by staff to ensure that children continue to be excited and engaged. For example, children's interest in a popular story book in the pre-school room has been incorporated into the role-play area. It is also used well to promote language and mathematics through craft activities. Staff complete assessments for two-year-olds, as well as regular written reviews of children's progress. Information about children's development is provided by parents when children start at the nursery. The progress that children make is regularly shared with parents. Staff fill natural breaks in the routine of the day to further support children's communication and language development. For example, a slight delay in lunch arriving in the toddler room is used to

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Quality of teaching, learning and assessment is good

facilitate a singing session at the table.

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Personal development, behaviour and welfare are good

Children are supported by caring staff who warmly communicate their high expectations of children's behaviour. Staff praise children for taking turns, sharing and caring for the resources. As a result, children are well behaved and happy. Staff teach children to celebrate differences and recognise diversity in the wider world. They share books and pictures. Children find out about a range of different festivals such as Chinese New Year, Eid, Diwali and Christmas.

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Outcomes for children are good

All children are making good progress. Children competently gain the key skills they need for the next steps in their learning. All children, including babies, enjoy playing in the outside area. They engage in physically challenging play activities, using a range of resources. For example, children negotiate an obstacle course and climb onto equipment. This promotes their confidence and they learn about safety. Children leave the setting well prepared for school.

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Setting details

Unique reference number 321566 Local authority York Inspection number 10084826 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 0 - 4 Total number of places 22 Number of children on roll 38 Name of registered person Jayne Benn & Tracy Gowlett Partnership

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reference number

Date of previous inspection 20 March 2018 Telephone number 01904 206133

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reference number

Straylands Day Nursery registered in 1992. The nursery employs 11 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 or above. The nursery is open Monday to Friday from 8am until 6pm all year round, except for bank holidays and a week between Christmas and New Year. 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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