Sparkles Day Nursery

Sparkles Day Nursery Earl Of Wakefield, 72 Katherine Road, London E6 1EN

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Inspection date 2 May 2019 Previous inspection date 12 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 Leaders have used a range of tools to evaluate the quality of provision. They have put in place and implemented a robust action plan. As a result, significant improvement has been made since the last inspection. n There are effective systems in place for the professional development of staff. Leaders have developed an ethos of continuous improvement where training is targeted, staff share new learning with their peers and the impact of training is measured. As a result, teaching is now strong. n There is a diverse workforce that represents the diversity of the local community. Staff are positive role models to children; they speak to one another, and to children, in positive ways and children learn to treat each other with respect. n Staff make regular and accurate assessments of what children know and can do. These are used to plan a wide variety of activities for children, indoors and outdoors, that

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This provision is good

challenge them appropriately. n Staff support children well to develop their communication and language, physical and personal, social and emotional skills. Staff incorporate early literacy and mathematics concepts into the routine and this helps children to be ready for the next stage in their learning. n Children learn the skills they need to be independent. They put on their own coats for outdoors and wash their own hands before eating and cooking. n On occasion, staff end planned activities abruptly and this interrupts children's learning. n Systems for entering the premises can be disruptive to the teaching and learning in the pre-school room, particularly during story time.

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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 improve staff's awareness of the impact of interrupting children's learning unnecessarily n review the systems for entering the premises so there is minimal disruption to children's learning in the pre-school room.

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What the setting needs to do to improve further

n The inspector observed activities indoors and in the outside area. n The inspector spoke to children, staff and leaders at appropriate times during the day, and held a meeting with the leaders. n The inspector carried out a joint observation with the manager. n The inspector spoke with parents and took account of their views. n The inspector looked at children's records and assessments, the leaders' self-evaluation and action plan, evidence of training and a range of other documentation, including policies and procedures.

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Effectiveness of leadership and management is good

Since the last inspection, the manager has led a period of rapid improvement. Staff are participating in various initiatives, such as the promotion of healthy eating. The manager has put in place plans to improve the quality of the environment and safeguarding. Leaders have improved systems for the supervision and monitoring of staff, including the manager. This has enabled them to address weaknesses in practice, including in the quality of teaching. For example, staff new to working with younger children have received specific training to improve their confidence in this area. Safeguarding is effective. There are systems in place so staff can identify risks and take action to keep children safe. Staff work in partnership with parents and other professionals. They support children well, particularly those who speak English as an additional language and those with special educational needs and/or disabilities (SEND), to be ready for the next

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Effectiveness of leadership and management is good

stage in their learning. Staff find ways to communicate with all parents, including those who do not speak English, and meet with them to gain their views.

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Quality of teaching, learning and assessment is good

Children make choices about what they play with and are confident to use resources such as rolling pins and jugs to make chapatis. Regular observations of what children can do are accurate and used to inform planning for the next stage in their learning. For example, for children working above their expected age range, staff adapt activities and encourage them to use tape measures and develop their knowledge of numbers up to 100. The manager has used her observations of teaching to improve staff's understanding of how to develop younger children's communication and language skills. Children enjoy regular trips to the local community, as well as making use of the large outdoor area.

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Personal development, behaviour and welfare are good

Children feel safe at the nursery. They explore the environment confidently. For example, they play the bongo, dressed in African clothing, and dance around the table. Children spontaneously announce 'I had such fun!' to the inspector. Staff teach children about how to keep themselves safe, for example how to walk with their friends on the stairs and what to do if a stranger talks to them. Children behave well and treat others with respect, including by sharing and taking turns. There are photographs of the children throughout the nursery as well as information about their families, where they are from and what they like doing. This helps staff to know the children and for children to feel valued as individuals and learn about differences in others.

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Outcomes for children are good

Children learn skills in readiness for school. For example, younger children use tongs to serve their own fruit at snack time. This helps to develop physical skills they later need for writing. Older children serve themselves lunch and pour their own water. All children, including those who speak English as an additional language, children with SEND and more-able children, make good progress from their starting points.

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Setting details

Unique reference number EY484678 Local authority Newham Inspection number 10086427 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 2 - 4 Total number of places 40 Number of children on roll 40 Name of registered person Sparkles Day Nursery Ltd

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reference number

Date of previous inspection 12 October 2018 Telephone number 02085523939

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reference number

Sparkles Day Nursery registered in 2015. It is situated in East Ham, in the London Borough of Newham. It is open each weekday from 7.30am to 6.30pm, term time only. The nursery receives funding to provide free early education for children aged two, three and four years. There are nine members of staff. Seven staff hold appropriate early years qualifications from level 3 to level 6.

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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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