Little Scallywags Day Nursery

Little Scallywags Day Nursery 72 Longmeadow Crescent, BIRMINGHAM B34 7NG

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Inspection date 2 April 2019 Previous inspection date 10 February 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 Staff form warm, caring relationships with children. Children are happy and settled and they confidently interact with one another. n Children are motivated to engage in play and learning. The very stimulating environment offers them a broad range of engaging learning opportunities both indoors and outside. Children make independent choices about how they spend their time. n All children make good progress. Children's progress in learning is closely monitored and individual next steps are well planned for. Children with special educational needs and/or disabilities (SEND) are very well supported. n Children's independence skills are supported well. For example, children are encouraged and taught how to put on and take off their outdoor clothes. n Babies' early language and communication are developing very well. Staff quickly respond to pointing, sounds and verbal communication made by very young children.

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This provision is good

This helps them to learn and communicate their needs. n Parents say that their children are very happy at the nursery. They value the individual settling process which supports them and their children to feel comfortable and confident with the care provided. They feel well informed about their children's care, learning and development. n The manager and leaders are committed to developing a highly skilled staff team. Systems are in place to monitor and improve the quality of teaching and learning effectively. n Children are not consistently given enough time to think and respond to questions when staff engage them in conversation. n Staff do not always identify how to provide optimum challenge for some children during adult-led creative activities to help them become fully absorbed in their 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 provide children with more time to think and respond to questions when engaging them in conversation n enhance teaching further and make the most of opportunities to provide the optimum challenge for children during adult-led creative activities.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching activities indoors and outdoors and assessed the impact of this on children's learning. n The inspector completed a joint observation of staff practice and discussed this with the manager. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector met with the manager. n The inspector looked at relevant documentation, including policies and procedures, staff recruitment and children's assessment. n The inspector spoke to parents and took account of their views.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. Staff have a good knowledge of the possible indicators of abuse. They know the internal and local procedures to follow if they are concerned about a child. The manager regularly observes staff practice and provides both constructive feedback and strategies to support staff to improve. For example, she provides targeted training and observations of good practice. The manager monitors and analyses assessments of children's learning and works closely with staff to resolve any concerns. Children's transition on to school is well supported. The manager invites teachers to visit children in the nursery and arranges individual meetings for children with SEND. Parents are encouraged to be involved in their children's development, including by identifying next steps for their children's learning.

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Quality of teaching, learning and assessment is good

Staff actively join children's play and support their learning. For example, they encourage babies to continue a game of throwing balls into a large container to develop their physical skills. Observations of children's learning support the early identification of any additional needs or gaps. Staff use this information to plan for future learning, adapting the provision effectively to best meet children's needs. For example, two-year-old children have recently begun to spend regular time engaged in physical play and large- scale mark-making in small groups. This supports them to develop their concentration as they engage in play and learning with less distractions. Pre-school children explore and investigate resources which support them to persevere and problem-solve, such as constructing a marble run or building with crates and logs outdoors. Early counting skills are developed well, and pre-school children begin to recognise numerals.

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Personal development, behaviour and welfare are good

The stimulating environment supports children's motivation and enables them to become fully engaged in self-directed learning. Children's behaviour is very good, and they contribute to the familiar daily routines. For example, babies find their own coats when they are getting ready to go outside, and two-year-olds help to tidy resources. Staff talk to children about how they are feeling and support them to notice the feelings of others. They encourage children to find solutions if they or their peers are feeling unhappy. Routine times of the day support children's independence and self-care skills very well. For example, babies begin to drink from open-topped cups and older children competently serve and clear away their own healthy lunch. Staff expertly adapt their interactions to support the individual needs of children, providing specific support where needed.

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Outcomes for children are good

Children develop a range of skills that support them as they move through the provision or on to school. Pre-school children have begun physical education sessions at nursery to support their physical development and to prepare them for starting school. They are beginning to recognise their names and to learn initial letter sounds. Children choose to look at books, and pre-school children become very involved in the telling of familiar stories.

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Setting details

Unique reference number EY478240 Local authority Birmingham Inspection number 10076021 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 - 4 Total number of places 54 Number of children on roll 65 Name of registered person Little Scallywags Day Nursery Ltd

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reference number

Date of previous inspection 10 February 2016 Telephone number 01217497999

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reference number

Little Scallywags Day Nursery registered in 2014. The nursery opens Monday to Friday from 7.30am to 6pm, 51 weeks of the year. The nursery employs 11 childcare staff. Of these, nine hold appropriate early years qualifications at level 3, one holds a qualification at level 4 and one has a qualification at level 2. 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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reference number

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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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