The Wendy House (Lynwood) Limited

The Wendy House (Lynwood) Limited 5 Lynwood Way, Lickey, Birmingham, West Midlands B45 8EZ

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Inspection date 9 April 2019 Previous inspection date 15 October 2018

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This inspection: Good 2

Previous inspection: Inadequate 4 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 Since the last inspection, managers have developed a focused improvement plan, which they use to reflect on the quality of the provision and set clear targets to help raise the standards. This helps them to achieve good outcomes for all children. n Teaching is good. The environment is welcoming, stimulating and bright. Staff provide children with various activities that help to promote different areas of their learning. n The premises are clean, tidy and secure. Staff complete daily risk assessment checks on all areas before use to minimise any hazards. This helps keep children safe. n A key-person system is established. Staff support children with settling in, the transition between rooms and help prepare them to move on. Children are happy and content attending. n Children gain independence and confidence. They choose activities to take part in and learn to manage their self-care with minimal support.

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This provision is good

n The provision for children with special educational needs and/or disabilities, and children who speak English as an additional language, is strong. The nursery special educational needs coordinator is knowledgeable and children benefit from this targeted support. n Managers understand the importance of monitoring children's progress and do so effectively. This helps to ensure all children continually progress well. n Partnerships with parents, professionals and other providers are good. Staff share detailed information about children's care and learning, fostering strong continuity. n Staff do not always give children a clear idea of what is happening next and maximise the time they spend at the nursery. There is scope for staff to review the organisation of some routines, particularly the transition between daily tasks. n Managers do not encourage the strongest staff to share their expertise with others to

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This provision is good

help elevate the quality of teaching to an outstanding level. There is scope to develop further and fully embed the new arrangements for staff's professional development.

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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 review the organisation of some routines, particularly the transition between daily tasks, in order to give children a clear idea of what is happening next and maximise the time they spend at the nursery n develop further the new arrangements for staff's professional development, and encourage the strongest staff to share their expertise with others to help elevate the quality of teaching throughout the nursery to an outstanding level.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outside. She assessed the impact this has on children's learning. n The inspector completed a joint observation with the manager of the nursery, of a planned activity in the foundation unit. n The inspector spoke to children and staff in the rooms. She also held a meeting with the nursery management team in the office. n The inspector looked at relevant documentation and checked evidence of the suitability of staff working in the nursery. n The inspector spoke to parents during the inspection and also took account of their views from the written evidence provided.

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Effectiveness of leadership and management is good

The nursery is well organised. Managers and staff successfully use a range of records and documents to support their good practice. Safeguarding is effective. All those working with the children have been subject to relevant suitability checks. Managers always maintain the required adult-to-child ratios. Staff deploy themselves effectively and supervise children well at all times. Managers' and staff's child protection knowledge is sound and they understand their responsibility to report any concerns in a timely way. The majority of staff are well qualified. Staff have a sound understanding of their key roles. Managers supervise staff and offer them support in their roles. Staff access frequent training opportunities, including safeguarding and first aid.

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Quality of teaching, learning and assessment is good

Staff make precise assessments of children's learning and use what they know to plan activities that take account of children's interests and development needs. The curriculum is broad. Staff interact with children positively and they immerse themselves in their play. Children enjoy their time at the nursery. For example, in the 'little learners' room, children enjoy making models with play dough. They complete a collage activity based around the life cycle of a hen and play in the mud kitchen outside. In the foundation unit, pre-school children also enjoy making models with play dough, drawing and engaging in role play, pretending to be doctors and nurses in a hospital. This helps to develop children's creative and imaginative skills and understanding of the world.

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Personal development, behaviour and welfare are good

Children learn about the benefits of living a healthy lifestyle. For example, staff encourage physical activities, including a weekly sports session with an external provider. Staff promote good hygiene, including routine handwashing. Staff offer children healthy food and drink and teach them about the benefits of eating well. Staff manage children's behaviour in a suitable way. For example, they make use of strategies, including a rainbow behaviour chart and 'praise pup' to reward children's positive behaviour. Children listen to staff and they generally like to help their teachers. Staff encourage children to learn about their similarities and differences. This helps to promote tolerance and respect. They celebrate different festivals and events, for example, children delight in a visit from the Easter Bunny, in celebration of Easter.

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Outcomes for children are good

Children develop the skills they need for the move on to school. Children are curious and inquisitive. They learn to play well with others and listen to their peers. Children develop communication skills. For example, children in the 'little learners' room greatly enjoy singing, experimenting with sounds and their routine visit from the nursery music teacher. Pre-school children in the foundation unit engage in whole-group sessions where they play games involving flashcards, sing and talk about nursery and their home experiences. Pre-school children develop key skills in literacy and mathematics. For example, they give meaning to the marks that they draw and write labels for items with clearly recognisable letters. They join in with number songs and name simple two- dimensional shapes.

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Setting details

Unique reference number EY481425 Local authority Worcestershire Inspection number 10082722 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 54 Number of children on roll 62 Name of registered person The Wendy House (Lynwood) Limited

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reference number

Date of previous inspection 15 October 2018 Telephone number 0121 445 6828

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reference number

The Wendy House (Lynwood) Limited registered in 2014 and is located in Lickey, in Birmingham. The nursery employs nine members of childcare staff. Of these, six hold appropriate early years qualifications at level 3 and above, including one with qualified teacher status. The nursery operates all year around, from Monday to Friday, from 7.30am until 6pm. The nursery provides funded early education for two-, 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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