Collingbourne Day Nursery

Inspection of Collingbourne Day Nursery Collingbourne Nursery, 67 Collingbourne Avenue, Birmingham, West Midlands B36 8PE

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Not all children make the best possible progress from their starting points. This is because the quality of teaching is inconsistent, and assessments do not always accurately reflect where children are in their development. Some activities are rushed and do not fully captivate children. Consequently, at times, they lose interest and wander off to play with something else. That said, the premises are secure and children play in a safe environment. Staff encourage children to recognise and take risks for themselves. Children enjoy looking at photographs of themselves in the setting. They recognise what they are doing and name their friends. This supports their sense of belonging. They learn how to scroll the technology pad to change the photographs and know that if they press the picture it makes it bigger. Staff calmly explain to children that they need to share and take turns when they all try to move the pictures at the same time. Children benefit

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The provision requires improvement

from spending time outdoors. They hunt for bugs and spiders and look at them through a magnifying glass. Staff help children to find pictures of what they have found. They tell children interesting facts about different insects, such as a centipede has 100 legs. Children develop their imagination. They pretend to make a pizza in the mud kitchen. They spoon mud into a pan, concentrate as they scrape off the excess, and say they are going to 'mix it and put cheese on the top'.

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need to do better?

n The manager has worked hard to make improvements since the last inspection. She monitors staff and provides them with feedback on how to improve. Staff attend training and visit other settings to observe good teaching practice. The manager recognises the weaknesses and has started to implement strategies to raise the quality of teaching. However, these are not yet embedded fully into practice to ensure children consistently make the best possible progress. The manager uses staff appraisals and supervision meetings to feedback to staff and is beginning to support them to make the necessary improvements. n Staff observe children as they play and make termly assessments of their progress. However, in some cases assessments are not accurate and place children at a higher level in their learning. This means that some children's next steps for learning are not always appropriate to ensure they consistently make

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need to do better?

the best possible progress. n Staff plan a range of activities for children to take part in. For example, children make play dough and print with different fruits. However, at times staff are too quick to intervene and do not provide children with time to respond to questions or think of ideas for themselves. In addition, they do not consistently extend activities to consolidate children's learning and hold their interest. n The outdoor area is utilised well and children enjoy the time they spend outside. They ride bicycles with dexterity and construct using large bricks. This helps to

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need to do better?

18 September 2019 support their physical skills. The manager recognises that many of the children who attend do not have access to a garden. Therefore, she has embedded a culture of outdoor play to provide children with experiences that they may not get at home. n Staff share information with parents and provide ideas about how they can support certain aspects of their children's learning at home. For example, they encourage parents to take books home. They talk to them about the importance of reading to children to promote their early literacy skills and help them to enjoy books. Parents are very positive about the care and learning their children receive. n Children behave well. Staff act as positive role models as they encourage children to use good manners and explain to them why they should take turns and share. Children are respectful of others and learn about other cultures and customs that are different to their own. The key-person system works well and

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need to do better?

children form close relationships with staff. They are obviously happy and settled in their care and seek them out if they are upset, need help or reassurance. n Children's health is promoted very well. They learn what foods are good for them and take part in 'Fruity Friday' where they try different fruits. Staff provide a booklet for parents about healthy lunch boxes that has pictures of healthy foods for those parents who cannot speak English. Staff promote children's independence and hygiene. They show children in a mirror how to wipe their noses and encourage them to copy.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a good knowledge of the signs and symptoms that may indicate a child is at risk of abuse or neglect. This includes wider safeguarding issues such as preventing children from being drawn into extreme situations. Staff are aware of the procedure to follow if they have concerns about a child in their care or the conduct of another member of staff. They know where to go to seek help and advice.

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Due date

ensure assessments of children's progress are consistently accurate and next steps for learning are appropriate to every child's individual learning needs. 31/10/2019

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should:

n embed strategies already in place to raise the quality of teaching to ensure children make the best possible progress n provide children with opportunities to consolidate their learning and give them more time to respond to questions and think of ideas for themselves n extend activities provided to fully captivate children's attention and hold their interest.

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Setting details

Unique reference number EY499470 Local authority Birmingham Inspection number 10080727 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 1 to 4 Total number of places 30 Number of children on roll 17 Name of registered person Mushtaq, Sammia

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reference number

Telephone number 0121 213 5181 Date of previous inspection 18 September 2018

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Information about this early years setting

Collingbourne Day Nursery registered in 2016. The nursery employs five members of childcare staff. Of these, four hold appropriate early years qualifications, including one at level 5, one at level 3 and two at level 2. The nursery is registered to operate all year round on weekdays from 8am until 6pm. Current operating times are; 8.30am until 3pm on Monday, 8.30am until 4pm on Tuesday, 9am until 4pm on Wednesday and 9am until 3pm on Thursday and Friday, term time only. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The quality of teaching during activities indoors and outdoors was observed, and the inspector assessed the impact this has on children's learning. n The inspector completed a joint observation and a learning walk with the nursery manager. n The inspector spoke with the staff and children at appropriate times during the inspection. n A meeting was held with the nursery manager. The inspector looked at relevant documentation, including children's details and evidence of the suitability of staff working in the nursery. n The views of parents were taken into account during the inspection.

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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

18 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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