St. Andrews Day Nursery

St. Andrews Day Nursery Church Road, Shilton, COVENTRY CV7 9HW

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Inspection date 17 May 2019 Previous inspection date 2 February 2016

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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 Children arrive at the nursery eager to engage in their play and learning. Staff provide a warm welcome as they greet each child individually. n Staff know children very well. Observations of children's learning help them to identify accurate next steps in their planning. This supports all children to make good progress. n Staff work closely with parents to plan an individual settling-in period for each child. This ensures all children are well supported to feel safe and secure in the nursery. n The very stimulating and engaging outdoor learning environment offers children a variety of opportunities to explore and investigate. Children spend time outdoors every day. They develop their physical skills as they run, balance and play with balls. n All children, including those with special educational needs and/or disabilities (SEND), are very well supported. Staff are skilled at adapting their practice to appropriately

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This provision is good

meet children's individual needs, and to allow them to make independent choices during child-led times of the day. n Managers are keen to continue to improve and develop the provision. They are reflective in their practice and make effective adaptations to the provision to best meet the needs of the children. For example, they recently created a sensory room. n Parents speak extremely positively about the nursery. They say the staff are very friendly and approachable. Parents especially appreciate how well staff communicate with them about their children's learning and experiences. n Managers have not fully developed ways to support individual staff to evaluate and reflect on the quality of their teaching, to more precisely identify areas for professional development. n At times, learning opportunities indoors do not consistently support pre-school children to be fully motivated and highly challenged within their play and learning.

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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 enhance monitoring systems to better support individual staff to evaluate and reflect on the quality of their teaching and more precisely identify areas for professional development, in order to develop teaching to an even higher standard n build on existing teaching strengths to consistently provide motivating and highly challenging play and learning experiences indoors.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching activities indoors and outdoors and assessed the impact of this on children's learning. n The inspector completed joint observations of staff practice and discussed this with the managers. n The inspector spoke with staff and children at appropriate times throughout the inspection. n The inspector conducted a leadership meeting with the managers. n The inspector looked at relevant documentation, including policies and procedures, staff recruitment and children's assessment. n The inspector spoke to parents and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. All staff are committed to keeping children safe. They know the internal and local procedures to follow if they are concerned about a child. Through risk assessments and daily safety checks, staff ensure the learning environments are safe and secure. Children's progress is closely monitored to identify gaps in learning for individuals or groups of children. Managers and staff work together to find ways to close any identified gaps and improve outcomes for children. The learning environment is continually adapted to best meet children's needs. For example, the baby room has recently been divided into two spaces to ensure young babies are kept safe and toddlers can explore independently. Staff are encouraged to contribute to identifying their individual needs for training and development. Managers work closely with parents and other agencies involved with children attending the nursery.

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Quality of teaching, learning and assessment is good

Staff observe children and plan activities that they know will interest them. For example, dinosaurs are made available in the pre-school room to support children's current interests. Staff play alongside children and support them to develop their knowledge. For example, toddlers develop their understanding of shape and space as they learn to join train track pieces together or build a tower. Staff support early language development well as they repeat back the sounds that babies make, and re-phrase sentences to model correct structure. In the outdoor learning environment, two-, three- and four- year-olds confidently explore the exciting activities. Children become engaged for sustained periods of time mixing mud and water into different consistencies. They fill containers themselves from the water butt, and water herbs and sunflowers that they have planted.

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Personal development, behaviour and welfare are good

Children are familiar with the daily routines and expectations of the nursery, and respond positively to staff intervention in their play. For example, staff support children to negotiate turn taking as they notice and talk about the different speeds of balls and cars travelling down a piece of guttering. The healthy meals prepared on site are adapted to meet individual requirements. Children develop their independence and self-help skills well during the thoughtfully planned mealtimes. They serve their own cereal and pour their own drinks. Staff talk to children about healthy eating, encourage them to try new foods and teach them how to use their knife and fork. Children with SEND are encouraged to explore the stimulating light resources in the sensory room in their own way.

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Outcomes for children are good

Transitions within the nursery and on to school are very well planned for. Children develop useful skills that will support them in the next stage of their learning. Toddlers begin to develop self-help skills, such as managing outdoor clothing. Older children learn to identify initial letter sounds, recognise their names and develop their number skills. All children enjoy listening to stories. They join in with familiar stories, predict what might happen next, and choose to look at books independently.

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Setting details

Unique reference number EY382120 Local authority Warwickshire Inspection number 10074167 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 0 - 4 Total number of places 53 Number of children on roll 86 Name of registered person St Andrews Day Nursery Limited

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reference number

Date of previous inspection 2 February 2016 Telephone number 02476 616086

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reference number

St. Andrews Day Nursery registered in 2008 and is run by St Andrews Day Nursery Limited. It is located in Shilton, Coventry. It employs 18 members of childcare staff. Of these, 16 staff hold appropriate early years qualifications at level 3 or above, including one at level 6. The nursery opens Monday to Friday, from 7.15am until 6pm. It does not open on bank holidays and is closed for one week between Christmas and the New Year. The nursery provides funded early education for two-, three- and four-year-old children. It supports children with SEND.

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

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