Training Depot Day Nursery

Training Depot Day Nursery 2-4 Brook Street, Luton, Bedfordshire LU3 1DS

p.1

Inspection date 9 April 2019 Previous inspection date 16 February 2016

p.1

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

p.1

This provision is good

n The motivated and well-qualified managers and staff team have ambitious plans for the nursery. They ensure changes and improvements have a positive impact on outcomes for children's learning and development. n The quality of teaching is good and staff make learning enjoyable for children. They regularly track the progress that both individual and groups of children make and this helps to promote continuity in children's learning. n Children are developing good imaginations. They spend time using construction toys to build structures, such as zoos. Children talk in detail about different aspects of their building, showing a good understanding of safety features. For example, they talk about how people will use fire exits if there is an emergency. n Children's behaviour is very good and they benefit from spending time with the staff, who are good role models and are passionate about their work with children.

p.1

This provision is good

n Parents speak highly of the staff and feel their children are developing very well. A newly established parents' forum enables parents to meet together and discuss topics that are of interest to them. n Some staff do not consistently give children enough time to develop their thinking skills and to express their own ideas as they play. n Staff do not always gain or share sufficient information about the interests of children who attend the nursery through the school holidays, to enhance their play opportunities.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n give children more time to think about how to problem solve and respond to questions to enhance their thinking and communication and language skills n enhance the information obtained about the children who attend during school holidays, in order to gain more knowledge of their individual interests from the outset.

p.2

What the setting needs to do to improve further

n The inspector observed the staff's teaching and their interactions with children indoors and outdoors. n The inspector spoke to staff and children, and held a meeting with the business manager and curriculum manager. n The inspector observed an adult-led activity with one of the deputy managers and held a discussion with her about staff's teaching and children's learning. n The inspector looked at a sample of paperwork, including staff's qualifications, suitability checks, and safeguarding policies and procedures. n The inspector spoke to a number of parents and took account of their views.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. Staff are fully aware of the signs and symptoms of abuse and are confident about what action to take if they have any concerns about a child's welfare. Children are cared for in a safe and secure environment. Staff carry out regular checks to identify any potential hazards and reduce risks to children's health and well- being. The managers have a thorough procedure for recruitment, vetting and induction of staff. This ensures that staff are suitable and have a good knowledge of their roles and responsibilities. Staff's performance is closely monitored through regular observations of their practice and supervision meetings. They have good opportunities to develop their knowledge and skills. For example, staff undertake further qualifications and managers use meetings to train all staff, such as on safeguarding issues.

p.3

Quality of teaching, learning and assessment is good

Staff work closely with parents to assess children's starting points in learning and keep them well informed of children's progress. They encourage most parents to have an active role in children's learning, such as by providing information on children's interests at home. Recent changes to the way the curriculum is planned have a highly positive impact on most children's engagement in learning. For example, staff encourage children to express their own ideas through discussions and drawings in a planning book. Staff use these to plan exciting activities and they design the environment based on children's ideas. Staff teach children about the world, using themes, for instance, on space and animals. They continually look for ways to extend children's learning, such as through many real-life experiences. Staff bring in their pets and they have outside agencies visit with more-exotic animals and reptiles.

p.3

Personal development, behaviour and welfare are good

Children show good levels of independence and self-care skills. They are keen to help staff with tasks, such as by preparing their snack and tidying up. Children have many opportunities to be outdoors. Staff use the outside area well to make sure children have space to be active. Visits to an allotment at a local care home provide children with opportunities for digging and growing fruit and vegetables. Activities, such as these, have positive benefits on children's health and well-being. Key persons are caring and attentive to children's individual needs. They support young children well through settling visits. One way they do this is by giving children reassurance using their home language. This helps children to feel secure and they quickly engage in play.

p.3

Outcomes for children are good

Children are making good progress and are developing in line with expectations for their age. They gain good skills in readiness for their next stage in learning and their eventual move on to school. Young children enjoy many sensory experiences, such as when using paint and dough. They learn to use their hands for kneading and mark making in preparation for future skills, such as writing. Older children show a good understanding of mathematics, for example, they count and recognise numbers as they jump on number lines.

p.3

Setting details

Unique reference number EY340049 Local authority Luton Inspection number 10073737 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 1 - 5 Total number of places 46 Number of children on roll 109 Name of registered person Hesleyside Enterprises Limited

p.4

reference number

Date of previous inspection 16 February 2016 Telephone number 01582 730510

p.4

reference number

Training Depot Day Nursery registered in 2006 and is located in Luton. The nursery employs 26 members of staff. Of these, 17 hold appropriate early years qualifications ranging from level 2 to level 6. The nursery opens from 7am until 6pm on Monday to Friday, all year round. It provides funded early education for two-, three- and four-year- old children.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5