Rosebuds Day Nursery

Garston Day Nursery Garston Childrens Centre, 70 Banks Road, LIVERPOOL L19 8JZ

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Inspection date 4 March 2019 Previous inspection date 2 March 2016

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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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This provision is good

n Leaders are highly ambitious. They manage a passionate staff team that aspires to help children achieve the best possible outcomes. Leaders have devised targeted action plans, based on parental feedback and children's progress, to enhance the overall quality of the setting. n Staff work hard to include parents in all aspects of nursery life. They share information with parents in different ways, using electronic software, daily discussions and play sessions. Staff encourage parents to take home resources to extend children's learning outside of the nursery. n Staff provide excellent support for children with special educational needs and/or disabilities (SEND). The special educational needs coordinator works in highly effective partnerships with parents, staff and other professionals. Children with SEND make good rates of progress from their individual starting points. n Children confidently lead their own play. Staff have given careful consideration to the

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This provision is good

organisation of each room and the outdoor area. They provide a broad range of interesting and high-quality resources that can be used for different purposes. They encourage children to be creative and follow their own interests. n Staff have high expectations, overall, of what children can achieve. They are aware of what individual children are interested in and regularly consult with parents to develop their planning of activities, to help extend children's learning. n Children enjoy attending this welcoming, inclusive nursery. Staff respect children as individuals and give them opportunities to make choices and decisions. Babies' and non-verbal children's behaviour and interests are observed closely to involve them in this process. n Leaders' arrangements for coaching staff have not focused sharply enough on individual staff to promote the highest possible quality in all aspects of their practice.

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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 focus sharply the coaching and support for individual staff to enhance the overall quality of practice to a consistently outstanding level.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the areas of the premises used for childcare purposes. n The inspector spoke with staff and children at appropriate times. She reviewed and discussed relevant documentation, including children's records, policies and evidence of staff's suitability and qualifications. n The inspector reviewed written feedback from parents and other professionals. n The inspector observed activities in all areas of the nursery. She conducted several joint observations with the nursery manager. n The inspector met with the leadership team to discuss safeguarding, its self-evaluation and arrangements for professional development.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff receive regular training, questionnaires and information to underpin their knowledge of safeguarding and wider child protection issues. They know how to raise concerns about children's welfare. Leaders rigorously review their practice in this regard to ensure that children are protected from harm. Staff use risk assessment procedures effectively to minimise potential hazards. Leaders meticulously monitor the progress of different groups of children. They quickly identify gaps in children's learning and use innovative strategies to help children catch up with their peers. Children with SEND benefit from well-planned, focused interventions. Leaders seek out opportunities to implement new strategies and approaches, in order to further improve outcomes for children. Recently, for example, staff have begun to undertake a project to further enhance the provision to support children's physical health.

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Quality of teaching, learning and assessment is good

Staff understand how children learn and they provide activities that extend children's interests. Staff working with babies, for example, observe babies playing with balls and extend this play in the outdoor area. Staff working with toddlers are exceptionally skilled at maintaining children's attention, as they use lift-the-flap books to tell an interactive story. Older children have independent access to a wide variety of activities. They pretend to make cakes and discuss their dinner menu with staff in the rice play. Pre- school children help to plant seeds. They mix soil with water to create compost and add this carefully to pots using trowels. Staff talk about where the seeds came from and what they might grow into. Children who require additional support engage in focused adult-led activities to support the development of their listening and attention. Children delight in spraying a water bottle to represent 'rain' as they make a spider slide down a

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Personal development, behaviour and welfare are good

Staff have formed secure relationships with children, who eagerly seek out their key- person for play or support. They get to know children and their families very well. Children's understanding of good behaviour is well supported. Staff working with younger children, for example, model turn taking and praise children for being patient. Older children are encouraged to make their feelings known in order to resolve disagreements. Children's home languages and cultures are embraced by staff. They help children to learn about diversity through activities and experiences. For example, parents are invited into the nursery to read stories in their home languages.

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Outcomes for children are good

All children make good rates of progress from their individual starting points. Staff make good use of interventions to begin to close gaps in children's learning. Children are well prepared for their next stages of learning and the move to school. Older children confidently count objects and freely use mathematical language to describe things, such as a 'heavy' jug of water. Staff consistently encourage children to be independent. Children count out how many bowls they will need at lunchtime and pass a tub of fruit around the table to their friends.

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Setting details

Unique reference number EY477078 Local authority Liverpool Inspection number 10064744 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 0 - 7 Total number of places 64 Number of children on roll 108 Name of registered person Garston Day Nursery Ltd

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reference number

Date of previous inspection 2 March 2016 Telephone number 01514275158

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reference number

Garston Day Nursery registered in 2014 and is located in Liverpool. The nursery employs 15 members of childcare staff. Of these, 12 hold appropriate early years qualifications at level 2 or above, including one with early years professional status. The nursery opens on Monday to Friday from 7.30am until 6pm for 51 weeks per year, excluding bank holidays. It provides funded early education for two-, three- and four-year-old children. The nursery also provides care for children with SEND, as well as children who speak English as an additional language.

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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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