The Acorns Day Nursery

The Acorns Day Nursery St. Stephens Junior School, Hales Drive, CANTERBURY, Kent CT2 7AD

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Inspection date 14 August 2019 Previous inspection date 21 November 2013

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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 The manager evaluates the provision well. She includes the views of parents and children to help identify areas for further improvement. For example, she has significantly enhanced the opportunities to extend the children's learning outdoors. n Staff effectively enhance children's communication and language skills. For example, they clearly emphasise key words throughout their interactions and use clear visual signs to help babies' and children's understanding and speaking skills. All children make progress in their learning from their starting points. n Staff prioritise children's emotional security and expertly help them to prepare for their next stage of learning and move to a new room. Staff plan this transition meticulously to ensure that children have the skills and confidence to manage the change successfully. They prepare children well in advance for changes, such as mealtimes when babies move to the toddler room.

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This provision is good

n Children and babies are happy and settled in their nursery environment, which is welcoming and organised well to enable them to follow their play choices. n Staff do not fully include parents in the initial assessment of their child's development to further enhance its accuracy. n Staff do not consistently extend children's understanding of mathematical concepts such as counting and size.

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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 strengthen parents' input into the initial assessments of children's development to enhance their accuracy n make the most of opportunities to consistently challenge children to count and to compare sizes to enhance their mathematical skills.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and children's activities, completed a joint observation with the manager and held discussions about children's progress and learning. n The inspector held conversations with the manager, staff and children throughout the inspection. n The inspector checked evidence of staff suitability checks and their qualifications, and sampled relevant policies and procedures. n The inspector took into account the views of the parents during the inspection. n The inspector observed staff planning documentation and the children's assessment records.

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Effectiveness of leadership and management is good

The manager continually improves the quality of staff practice. For example, she organises relevant training and individual support to keep staff knowledge and understanding up to date and effectively keep children safe. Staff make links with other settings children attend. For example, they share developmental information, and this helps to provide good continuity of care and education. The manager effectively monitors children's progress to close any emerging gaps. For example, staff have effectively implemented strategies to successfully enhance children's understanding and language skills, particularly for those children who speak English as an additional language. Safeguarding is effective. The manager and staff keep their safeguarding knowledge up to date and are fully aware of current legislation. They understand their role in child protection and know the reporting process to follow if they have concerns

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Quality of teaching, learning and assessment is good

Staff gather detailed information from parents about children's interests and development at home. They use this well to help them build on children's learning experiences. Staff accurately assess individual children's levels of development and effectively plan for the next steps in their learning in partnership with parents. Staff provide children with good opportunities to think for themselves and share their ideas further. For example, they challenge children effectively to consider the effects different- sizes ramps will have on the cars as they roll down. Staff give children clear explanations to enhance their learning, for instance explaining how the steeper ramp enables the car to move down better.

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Personal development, behaviour and welfare are good

Children are encouraged to be polite and have a good understanding of sharing and taking turns. Staff build on children's and babies' confidence and sense of belonging well. For example, they consistently praise them for their achievements and success. Staff help children to develop their awareness of healthy lifestyles. For example, they provide a choice of nutritious snacks and meals, and engage children in conversations about healthy food choices. The key-person system works well and relationships between staff, children and babies are strong. Staff are sensitive and responsive to their needs.

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Outcomes for children are good

Children develop the skills needed for their future learning and move to school. For example, they are encouraged to give meanings to the marks they make as well as identifying and writing their own name. Children play and explore cooperatively together and confidently communicate their needs, ideas and views. Children develop a good understanding of diversity beyond their immediate family. For example, the environment includes positive cultural images, dual-language text and role-play resources. Children learn to welcome one another in their home language and gain a good understanding of the wider world.

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Setting details

Unique reference number EY461957 Local authority Kent Inspection number 10108850 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 42 Number of children on roll 46 Name of registered person St. Stephen's Academy, Canterbury

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reference number

Date of previous inspection 21 November 2013 Telephone number 01227819648

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The Acorns Day Nursery originally registered in 2009. It re-registered in 2013 and is privately owned by St Stephen's Academy, Canterbury. The provision operates from purpose-built premises in the grounds of St Stephen's Junior School in Canterbury, Kent. It is open Monday to Friday from 8am to 6pm, for 48 weeks of the year. Children aged three and four years receive funding for nursery education. The provider employs 16 members of staff, 14 of whom hold relevant early years qualifications.

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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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