Anderton Day Nursery

Inspection of Anderton Day Nursery St Josephs Old School, Bolton Road, Anderton PR6 9LX

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

The dedicated leadership team has worked tirelessly with all staff to raise the quality of the provision. Every aspect of the nursery has been reflected upon. Parents, children and the staff have all made valuable contributions to this process. Consequently, this has enabled leaders to implement beneficial changes. For example, they have made changes to the staff who work with babies and provided training for staff in the care of babies. Enhancements have been made to all rooms. These provide children with more opportunities to explore using all of their senses and develop their independence and self-help skills. Staff incorporate the teaching of mathematics into everyday activities. Consequently, children develop particularly well in this area. Leaders know there is even more work to do. There is scope to further develop staff's skills in teaching communication and language and to further enhance sleeping arrangements in the baby room.

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The provision is good

The nursery is a hive of activity, where children play together harmoniously under the warm and nurturing supervision of staff. The nursery is clean, safe and secure. Staff have high expectations for all children. They provide a curriculum that is tailored to their individual learning needs and builds on their current interests. Staff support children's emotional well-being exceptionally well at the start of placement. However, information sharing with parents at this time can be strengthened to enable staff to gain an even better understanding of children's starting points on entry.

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need to do better?

n There is genuine care given by staff to support children's emotional well-being. Staff attentively address the needs of babies. For example, they make sure their comfort items are available. Babies tenderly look for their key person and smile as they enter the room. Older children receive constant encouragement and praise when they attempt to do things for themselves. Children behave well because they know what is expected of them. n New staffing arrangements in the baby room are working well. Staff have used learning from specific baby training to adapt the learning environment to help better support babies' exploration. Babies confidently shuffle along while holding onto low-level furniture, and explore natural materials such as wooden and metal items. Encouraged by staff, they excitedly shake and bang these together to make different sounds. There is scope to reflect on staff's practice even further to ensure all babies can move as freely as possible and be in the utmost

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need to do better?

comfortable position as they sleep. n Staff's interactions with children are positive and, overall, are used well to motivate children to join in and 'have a go'. Staff ask some meaningful questions to test children's understanding. They provide new words to build on their

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need to do better?

11 September 2019 current vocabulary and extend their understanding. For example, as children create their own self-portraits, staff ask children to discuss each other's similarities and differences. n The manager carries out regular staff supervision sessions and provides staff with some coaching to improve their personal effectiveness. As a result, teaching is improved, particularly in the baby room. Staff use their 'sign-along' training to help to extend younger children's communication skills. That said, more incisive and individualised feedback is needed to further support all staff to raise the quality of their teaching and provision to the highest levels. n The manager monitors the quality of staff's observations and assessments. Consequently, all children make good progress, including those with special educational needs and/or disabilities, those who speak English as an additional language and those who are in receipt of funded early education. Swift action is

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need to do better?

taken to address any gaps in children's learning. n Children relish playing outdoors, where they have many opportunities to develop their physical skills. They experience safe risk and challenge as they jump on and off large tyres and balance on tree stumps. Children confidently use tools such as trowels and large spoons to fill different-sized containers. Additionally, activities such as weekly football lessons and trips outside of the nursery further support children's physical well-being. n On the whole, partnerships with parents are positive. They highly value the care and education given to their children. More can be done to strengthen information sharing with parents at the start of placement to help staff understand what children can already do and plan even more effectively for their initial next steps.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff have attended relevant training and have a secure understanding of what to do if they are concerned about a child's welfare. Additionally, staff know the procedures to follow if they have concerns about a member of staff. The manager makes good use of one to one discussions and team meetings to keep staff up to date with legislative changes. The manager and staff vigilantly carry out daily checks to ensure the nursery is safe and risks to children are minimised.

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should:

n strengthen the monitoring of staff's practice, for example teaching, to extend communication and language and sleeping arrangements for young babies n find out more from parents about what their children know and can do on entry, and use this to plan even more meaningful experiences from the start.

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Setting details

Unique reference number 309213 Local authority Lancashire Inspection number 10082521 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 to 11 Total number of places 80 Number of children on roll 90 Name of registered person Anderton Day Nursery Limited

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reference number

Telephone number 01257 474211 Date of previous inspection 12 October 2018

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Information about this early years setting

Anderton Day Nursery registered in 1992. The nursery employs 32 members of childcare staff. Of these, 24 hold early years qualifications to at least level 2, including one with early years professional status, 13 who hold qualifications at level 3, one who holds a qualification at level 5 and four staff who hold qualifications at level 6. The nursery opens from Monday to Friday for 50 weeks of the year. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector completed a learning walk with the manager and observed the quality of teaching during activities, indoors and outside, and assessed the impact this has on children's learning. n A meeting was held with the manager and one of the registered individuals. During this meeting, discussions were held about the development of the nursery, and the inspector checked evidence of the suitability of staff. n The manager took part in a joint observation with the inspector. n The inspector took account of parents' views by speaking to them on the day of the inspection and by viewing some written feedback they had provided.

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Inspection activities

We carried out this inspection 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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Inspection activities

11 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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