Little VIP's Daycare

Little VIP's Daycare Pheasant Bush Cottage, Hackthorpe, Penrith, Cumbria CA10 2HX

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Inspection date 5 July 2019 Previous inspection date 23 April 2014

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This inspection: Good 2

Previous inspection: Outstanding 1 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 Staff are well qualified and experienced. They know their key children very well and plan effectively for their next steps. Observations clearly demonstrate the teaching and learning taking place and how staff plan to move children on. Activities are well matched to children's interests. Children are engaged, motivated and make good progress in their learning. n Partnerships with parents are strong. Staff take time to communicate with parents to ensure they understand children's needs and what they can already do, right from the start. Staff encourage parents to be involved in their children's learning. For example, they invite parents to share suggestions for planning. n Effective settling-in arrangements and well-planned transitions between rooms means children settle quickly and rapidly develop in confidence. Babies show a strong exploratory impulse, navigating around the environment and showing an interest in

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This provision is good

new visitors to the nursery. n The manager supports staff well in their professional development, providing opportunities for ongoing training. However, performance management does not provide the manager with in-depth evaluations of all areas of staff practice in order to raise the quality to the very highest levels. n Occasionally, large-group play is not well organised. Staff frequently interrupt children's play as they manage the wide age range of children playing together during these times, providing fewer opportunities for learning. n Children have wonderful opportunities to learn about people and communities beyond their own experiences, in context of their understanding. For example, during Chinese New Year celebrations, staff use snack time to introduce different foods and help children to compare those that they are more familiar with. Children also enjoy watching clips of families from around the world, further supporting their awareness of

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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 review the organisation of large-group activities, particularly outdoors, so that all children are supported in their learning and have uninterrupted times to play n evaluate the impact of staff's teaching and practice with more rigour to enhance the quality to an outstanding level.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and the impact this had on children's learning during play inside and outside. n The inspector carried out a joint observation with the nursery manager. n The inspector spoke to members of staff and children at appropriate times during the inspection and held a meeting with the nursery manager. n The inspector took account of the views of parents spoken to on the day of the inspection and through written comments. n The inspector looked at children's records, evidence of the suitability of staff and a range of other documentation, including policies and procedures.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. All staff have a comprehensive understanding of policies and procedures to follow in response to concerns about a child's welfare. There are regular training opportunities and staff are frequently updated on wider safeguarding issues. Robust recruitment, induction and vetting procedures are in place to help ensure all staff are suitable to work with children. The manager is passionate and committed. She uses self-evaluation well to identify strengths in practice and areas to improve. Good systems are in place to monitor children's progress. Information is used well to identify where children or groups of children may require additional help and support. The manager also uses previous monitoring patterns to ensure that children who are at risk of falling behind receive tailored support ahead of time.

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Quality of teaching, learning and assessment is good

The learning environment is bright and welcoming. There are good opportunities for children to self-select resources and lead their own play. Children show high levels of engagement during their play and benefit from the high expectations from staff. Staff celebrate children's ideas and facilitate their explorations well. For example, children enjoy painting and begin to explore painting their hands. Staff draw their attention to how the colours have mixed together and ask what the paint feels like. Staff suggests they do some hand printing, skilfully maintaining purposeful learning and supporting and extending children's natural curiosity.

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Personal development, behaviour and welfare are good

Staff are vigilant in managing children's individual care needs. For example, staff work closely with the school chef who prepares nursery meals in order to ensure children's dietary requirements are very well known and met. Children have excellent opportunities to learn about health and the impact of physical activity on our bodies. They enjoy regular dance and movement sessions where staff draw children's attention to the changes in their heart rates. This prompts conversations about how our bodies work and how we can stay healthy. Children behave very well. They listen, cooperate with the routine of the day and share resources well, with gentle reminders from staff.

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Outcomes for children are good

Older children develop good skills in literacy. They enjoy exploring books and talk about the characters in the stories. Children gain good mathematical skills. They confidently count, compare and estimate during play. Babies respond to music, moving their bodies in different ways, showing wonderful exploration through expressive arts. Children are confident learners who develop the key skills they need to prepare them for their future learning, including moving onto school.

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Setting details

Unique reference number EY222262 Local authority Cumbria Inspection number 10109670 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 0 - 4 Total number of places 24 Number of children on roll 54 Name of registered person Parker-McLeod, Mhairi

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reference number

Date of previous inspection 23 April 2014 Telephone number 01931 712 912

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reference number

Little VIP's Day Nursery registered in 2002. The nursery opens five days a week from 8am to 6pm all year round. There are currently eight staff working directly with the children, all of whom have appropriate early years qualifications, including the manager who holds a level 6 qualification. The nursery receives funding for the provision of free 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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