Puddleducks Kindercare LTD

Puddleducks Kindercare LTD 8a Bourne Terrace, Wherstead, IPSWICH IP2 8NG

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Inspection date 13 June 2019 Previous inspection date 16 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 The joint managers work together well to provide a holistic approach to managing the setting and delivering good practice. Their individual roles and duties draw upon their own unique skills and they are both passionate about continually developing the setting to grow. Parents speak highly of the management team and practitioners, who they describe as 'genuinely connected to the children, approachable, friendly, caring and professional'. n Children have access to a large outdoor space where they are able to engage with features of the natural world. Very young children are able to explore challenges and to manage risks appropriate to their age and stage of development. For example, they use their increasingly adept physical skills to negotiate steps down into the garden. n Everyday routines enable children to demonstrate their proficient self-care skills. Children in the 'big room' are able to manage tasks independently, such as putting on

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This provision is good

clothing for outdoor play. Children leave the setting with the skills needed in readiness for school. n Transitions throughout the setting and on to school are effectively planned by the management team. Room passports provide children with relevant information about the next room they move on to. These booklets include details about what might be important to them, such as photographs of staff working in the room and the environment. This helps children to see what the new room is like from the start. n Opportunities for practitioners and management to meet formally are organised, but infrequent. There is scope for the management team to develop further the current arrangements for supervision, in order to extend opportunities for practitioners to discuss and extend their practice through mutual support and ongoing mentoring.

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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 arrangements for supervision to provide practitioners with the opportunity for further mutual support and ongoing coaching.

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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 spoke with staff at appropriate times throughout the inspection and completed a joint observation with the manager. n The inspector held a meeting with the managers and also discussed reflective practice processes. n The inspector looked at relevant documentation, such as evidence of the suitability of staff working in the setting, records of children's learning and a selection of policies and other records. n The inspector spoke to a small number of parents during the inspection.

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Effectiveness of leadership and management is good

Members of the management team have ambitious expectations for the setting and have developed a series of action plans to drive forward even higher standards. They are reflective and use what they have learned in training to bring about effective changes in the practice and care of children. For example, the management team recently reviewed and amended the behaviour management policy. This has ensured a consistent approach across all three rooms. Monitoring of individual groups enables management to identify key areas where children are in need of additional support. They plan and implement strategies, for example those to strengthen learning opportunities in children's communication and language development. Safeguarding is effective and practitioners are alert to challenge any behaviour by others that may be a cause for concern. They understand how to report these to the appropriate agencies.

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Quality of teaching, learning and assessment is good

The quality of teaching is consistently good across all three rooms. Practitioners role model mathematical language very well. They provide children with vocabulary, such as 'calculations', 'one more', 'sums', 'work out' and 'how many?', to further extend their understanding during adult-led activities. Children use a range of technology in their pretend garden centre. They converse with each other as they explain, 'I am just scanning this item'. Children enjoy using a play till to explore other features of the wider world. Practitioners' assessments are informed by their ongoing observations of what children can do. This enables them to plan suitability challenging activities that include subtle adaptation during group work, to target the needs of each child.

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Personal development, behaviour and welfare are good

Practitioners promote positive behaviour. They intervene when children need support to manage age typical issues, such as sharing resources and space within the environment. Practitioners focus on managing disputes by praising children for their positive behaviour. This includes encouraging high fives with children when they help to tidy away. Children's achievements are valued. Practitioners take photos of their 'great work' to show parents or place in their personal learning records. Children's views are consistently sought. For example, staff take the time to find out whether they enjoyed or an activity, helping to embed positive attitudes. Children well-being is fostered and they are supported to become motivated learners.

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Outcomes for children are good

Children spend large amounts of time absorbed in their activities and respond to the encouragement given by practitioners. Younger children show good skills in mathematics as they count up to six and label colours correctly. Through practitioner support, some children have begun to develop their fine manipulative skills. They learn to hold a pencil effectively, using 'snappy fingers' as a prompt to help show them how to position their fingers. This equips them with skills needed for the next stage in their learning. Children make good progress from their initial starting points.

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Setting details

Unique reference number EY470661 Local authority Suffolk Inspection number 10075599 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 0 - 4 Total number of places 54 Number of children on roll 54 Name of registered person Puddleducks Kindercare Limited

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reference number

Date of previous inspection 16 February 2016 Telephone number 01473690240

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reference number

Puddleducks Kindercare LTD has been established since 1990. It re-registered in 2014 when it became a limited company. The nursery employs 17 members of childcare staff, including the owner, who is also the manager. Of these, 16 hold appropriate early years qualifications at level 3 and above, including two with early years professional status. The owner has qualified teacher status. The nursery opens from Monday to Friday for 50 weeks of the year. It closes for two weeks at Christmas. Sessions are from 8am to 5.45pm. The nursery provides funded 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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