Busydays Childcare

Busydays Childcare St. Stephens Methodist Church, Bideford Way, Cannock, Staffordshire WS11 1QD

p.1

Inspection date 15 May 2019 Previous inspection date 28 January 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 Managers are committed to improving themselves professionally and regularly attend training to extend their already good skills. For example, recent training has helped them to identify how to enhance the support for children who have language delay. n The experienced staff plan well for children's development and carefully monitor the progress that they make. They have a good understanding of each child's individual needs and successfully help them to achieve the next steps in their learning. n All children make good progress. They develop a good range of useful skills that prepare them well for their future learning and school. Children concentrate and are well motivated to play, explore and make new discoveries. n Staff provide good opportunities for children to be imaginative. Children develop interesting stories as they recreate familiar experiences in their role play. They pretend they are doctors and attend to the needs of their patients, such as checking their

p.1

This provision is good

hearts and pretending to administer medication. n Staff are nurturing and attend to children's care needs well. Children are happy, secure and form close bonds with staff. n Staff prioritise children's independence and provide many opportunities for them to practise these skills. Children learn to manage their personal routines. For example, they get ready to play outside, help to prepare their own lunch, and use the toilet with minimal support. n Managers do not fully include the views of parents in the self-evaluation process to help them identify even further improvements to the setting. n Occasionally, staff do not vary their teaching strategies to fully support the different ways that children learn and captivate their interest in activities even further.

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 extend further the already good partnerships with parents and include them more fully in self-evaluation to help raise the quality of the provision for children to an even higher level n enhance teaching practice, particularly staff's skills in recognising when to adapt activities, to help fully support the different ways that children learn and captivate their interest even further.

p.2

What the setting needs to do to improve further

n The inspector observed teaching practice and assessed the impact this has on children's learning. n The inspector held discussions with the manager, staff, children and parents. n The inspector reviewed some of the setting's documentation, including the safeguarding policy and procedures. n The inspector sampled information and records about children's development. n The inspector carried out joint observations of teaching with the managers of the setting.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. Managers and staff have a good understanding of how to protect children and the procedures to follow if they have any concerns. Staff are vigilant and carry out regular risk assessments to identify and reduce potential hazards. They supervise children well to ensure they play safely. Managers reflect on their practice and identify where further improvements can be made. Staff involve parents successfully in children's development and provide them with useful ideas to support children's learning at home. They also work closely with professionals and other agencies involved in children's development to support their needs well. This helps to provide continuity in children's care and development.

p.3

Quality of teaching, learning and assessment is good

The environment is well resourced and staff plan effectively to promote different areas of children's learning. Staff support children's communication and language skilfully. Older children confidently express their ideas and include interesting details as they create stories in their play. Conversation flows freely as children contribute to discussions about topics that interest them, such as playing in their paddling pools. Staff plan well for children's physical development, especially to support their small-muscle skills. Children use their hands to operate syringes and squeeze water sprays to extinguish pretend fires. Children also enjoy using wheeled vehicles and sensibly steer these around a marked road track.

p.3

Personal development, behaviour and welfare are good

Children behave well and respond positively to the gentle reminders from staff about what is expected from them. They learn to share, take turns and play harmoniously with the friends they have made. Staff encourage children to make healthy choices. Children learn the importance of good hygiene routines, a balanced diet and that some foods are more beneficial than others. They also understand the importance of protecting their skin when they play out in the sun. Staff provide children with a good range of experiences that help them to develop an awareness of the wider world. For example, they explore different cultures, celebrate a variety of festivals and try new foods.

p.3

Outcomes for children are good

Children become successful learners who are inquisitive and curious. They use their creative ideas freely. They concentrate as they paint with forks and consider the effects made. They talk about their design ideas and have clear vision about what they want to make. Children use tools such as scissors to carefully cut around the drawings they have produced. They use rollers and cutters to shape dough. Children learn about people in the community who help us and how to dial '999' in an emergency. They progress well with their mathematical understanding and literacy skills. Children practise sorting objects by colour and use language to compare the size of objects. They learn about letters and their sounds. They also understand that marks convey meaning as they eagerly write prescriptions for medicines in their role play.

p.3

Setting details

Unique reference number EY474539 Local authority Staffordshire Inspection number 10075714 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 12 Number of children on roll 7 Name of registered person Busydays Childcare Partnership

p.4

reference number

Date of previous inspection 28 January 2016 Telephone number 07932041878

p.4

reference number

Busydays Childcare registered in 2014. The setting employs two members of childcare staff, who are also the providers and managers. Both hold appropriate early years qualifications at level 3. The setting opens on Tuesday, Wednesday and Thursday from 8.45am to 12.45pm, and on Friday from 8.45am to 11.45am, during term time only. The setting 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