Little Owls Nursery Parklands

Little Owls Nursery Parklands Dufton Approach, Leeds, West Yorkshire LS14 6ED

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Inspection date 1 May 2019 Previous inspection date 10 December 2015

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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 The manager and her senior leadership team, who are new to the nursery since the last inspection, have established a clear vision for the provision's future development. They evaluate all aspects of the teaching and care the well-qualified staff provide to ensure children make increasingly strong progress. Leaders and staff make effective use of research and training to support consistent improvement. n Staff are very positive role models. Children learn to behave well and to be tolerant and considerate towards others. They successfully learn to take their turn and pay attention. Staff are very caring and vigilant. They ensure children are safe, secure and happy as they take part in the wide range of activities that are available. n Staff provide imaginative and interesting resources to support activities which motivate and engage children's interests. For example, children thoroughly enjoy searching for

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This provision is good

spiders and other insects among the trees, sand play and climbing equipment in the outdoor play area. n The staff's strong partnerships with parents and other settings children attend have an impact on children's successful learning. Staff keep parents fully informed of children's progress and development. n Children make good progress from their individual starting points. They sometimes make outstanding progress. Staff work very well with other professionals, such as speech therapists and medical staff, to quickly identify and address any gaps in the children's learning. n Although staff support the development of communication skills well overall, they do not consistently reinforce and extend children's new and emerging key vocabulary. n Staff do not make full use of their very good relationships with parents to further engage them in supporting children's learning at home.

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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 build on strategies to consistently help children to reinforce and extend their new and emerging vocabulary n enrich arrangements to further involve all groups of parents in supporting their children's learning at home.

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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 outdoors and assessed the impact this has on children's learning. n The inspector completed a joint observation with the nursery manager and early years teacher. n The inspector spoke to staff and children during the inspection. n The inspector held meetings with the manager. He looked at relevant documentation, such as evidence of the suitability of staff. n The inspector spoke to parents and took account of their views.

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Effectiveness of leadership and management is good

The management team has high expectations for everyone involved in the nursery to perform well. There are strong systems to gather the views of parents and involve them in supporting and improving provision. Procedures to develop the quality of teaching are effective and based on well-considered evaluations of staff's performance and the impact on children's achievement. Through self-evaluation procedures, managers set challenging targets for improvement. Safeguarding is effective. Staff have a good knowledge and understanding of how to keep children safe and secure. They take advantage of training opportunities to deepen and develop their understanding of child protection procedures. The manager keeps staff on their toes through regular supervision and staff meetings.

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Quality of teaching, learning and assessment is good

Staff make good use of rigorous assessments of children's progress to plan activities to help them achieve the next steps in their learning. They make good use of detailed information from parents, gained through the sensitive induction process, to identify children's starting points and provide future support. Staff use carefully considered procedures to plan activities to help children make good or better progress. Tasks are carefully matched to children's needs and interests. For example, children learn to develop constancy of number by matching objects linked to their interests in eggs and dinosaurs to written numbers. Older children learn to sequence a story and understand the different characters in a story through well-told traditional tales and fairy stories. The staff enrich children's learning experiences through specialist visitors, such as the creative arts project in partnership with the primary school based on the same site.

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Personal development, behaviour and welfare are good

The procedures to help children settle into nursery are excellent and ensure they rapidly develop in independence and confidence. Children are helped to be gentle and thoughtful to each other. They follow instructions well and learn to stay safe in different situations. They participate in self-registration activities which also support their early reading and writing skills. Children make a good contribution to keeping play areas organised and tidy. They develop an appreciation of healthy eating and good hygiene. Staff make good use of snack and mealtimes, for example, both to promote healthy lifestyles and develop social skills in the family group arrangements. A good proportion of children make very strong progress in aspects of their personal development, which contributes very well to their future learning, including starting school.

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Outcomes for children are good

Children make good progress from their individual starting points. Children, including those with special educational needs and/or disabilities, develop their ability to pay attention well and to express their views. Children make good progress in developing their physical skills. For example, they mix and stir different natural objects in their muddy kitchen role play. They ride wheeled vehicles with good awareness of others. Children are motivated and love exploring different sensory experiences with light and colour investigations in the sensory room or playing in sand, water and foams.

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Setting details

Unique reference number 512425 Local authority Leeds Inspection number 10064258 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 70 Number of children on roll 69 Name of registered person Leeds City Council

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reference number

Date of previous inspection 10 December 2015 Telephone number 0113 2328099

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Little Owls Nursery Parklands registered in 1998. The nursery employs 13 members of childcare staff. Of these, 10 hold appropriate early years qualifications at level 3 or above, including two at level 6 and one with qualified teacher status. The nursery is open Monday to Friday from 8.30am to 11.30am and 12.15pm to 3.15pm, during term time only. It receives funding for the provision of 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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