Poppies Day Nursery

Inspection of Poppies Day Nursery Sugar Pit Lane, KNUTSFORD, Cheshire WA16 0NH

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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 Good

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The provision is good

Children are very happy and well cared for in the large, spacious setting. The home-from-home environment is stimulating and promotes children's independence. For example, children self-select resources and make choices about where they want to play. Staff follow children's lead and support their play. However, they do not always focus on what children need to learn next during this time.

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The provision is good

Children's behaviour is very good. They have a positive attitude to learning. Older children are particularly enthusiastic during story time. They listen intently as staff read about dinosaurs attending a party. Children discuss each page and give their own ideas about what might be happening. Staff teach children that dinosaurs have tusks the same as elephants. Children use their imagination and language skills to invent elaborate names for dinosaurs crossed with elephants. For example, children create the word 'elophasaurous'.

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The provision is good

Older children's mathematical development and number recognition is very good. For example, children talk about how, if they cut an object in half, it will create two pieces. On occasion, staff do not fully differentiate activities to ensure children remain fully engaged. Staff have high expectations for behaviour. They talk to children about how their actions affect the other children. For example, during story time, staff explain to children that if they stand up and speak loudly their friends cannot see or hear the story.

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need to do better?

n The curriculum is strong and based on children's interests and next steps. Managers have a good idea of what they want the children to learn. The setting offers a variety of different experiences to support children's learning. However, on occasion, activities are not differentiated to ensure that all children remain engaged and fully challenged. For example, children who can confidently identify numerals 1-10 do not always get the opportunity to learn about numerals beyond 10. As a result, some children become restless. n Staff understand the different ways in which children learn. They provide ample opportunities for children to direct their own play. Staff understand how to implement the curriculum using a variety of adult- and child-led activities. However, occasionally, staff do not always have children's next steps in mind when supporting them during child-led activities. For example, during free play,

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need to do better?

staff offer children a selection of resources but these do not always fully support children's next stage in learning. n Children's speech and language skills are promoted well. Children learn different animal sounds and try to copy repeated refrains. For example, when playing

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need to do better?

12 November 2019 with the trucks, staff support children to say 'ready, steady, go'. Children giggle with excitement as the trucks zoom across the floor. n Younger children's construction skills are exceptional. They show persistence and diligence when stacking different-shaped blocks. Children show excitement as they anticipate the tower falling down. Staff offer an abundance of praise; this builds children's confidence and self-esteem and encourages them to keep trying. n Children are motivated and eager to learn. They talk with enthusiasm about the things they have done. For example, children discuss pictures of rain they created using glitter. They go on to talk about suitable clothing and accessories for different types of weather conditions. Children take pride in the work they produce. For example, children ask staff if they can display the construction models they created. n A well-established key-person system helps children to feel safe and secure.

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need to do better?

Children form excellent relationships with staff. Robust transition procedures ensure that children move through the nursery with confidence and ease. Children settle into new rooms very quickly. n Managers are committed to providing high-quality care for children and continual improvement of the setting. Staff are well qualified. Systems for monitoring the performance and well-being of staff are effective. Managers observe staff on a regular basis and give feedback to help raise the quality of teaching further. Staff feel well supported. n Partnership working is strong. The setting works well with outside agencies to ensure children have a balanced and well-rounded education. The support for children with special educational needs and/or disabilities is very good. Parents speak highly of the setting. They comment that their children are very happy and have strong bonds with the staff. n Staff are nurturing and sensitive to children's needs. They promote care routines

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need to do better?

and encourage children to be independent. For example, children learn to unzip their coats and hang them on the correct pegs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a good understanding of the signs and symptoms of abuse and knowledge of wider safeguarding issues. For example, staff are aware of the risks of children and families being drawn in to extreme behaviours. They are confident with the procedures to follow if they have concerns about a child or member of staff. Staff undertake relevant training that helps to extend their knowledge of how to protect children's welfare. Managers have robust recruitment, induction and supervision procedures in place and ensure the ongoing suitability of staff.

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should:

12 November 2019 n differentiate activities appropriately to ensure all children remain engaged and fully challenged n ensure staff are aware of what children already know and what they need to learn next during child-led play.

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Setting details

Unique reference number EY458012 Local authority Cheshire East Inspection number 10075359 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 0 to 4 Total number of places 56 Number of children on roll 51 Name of registered person J & D Salmon Limited

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reference number

Telephone number 01565 977998 Date of previous inspection 14 January 2016

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Information about this early years setting

Poppies Day Nursery registered in 2013. The nursery is open Monday to Friday from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children. The nursery employs 17 members of childcare staff. Of these, 13 hold appropriate early years qualifications at level 3 or above, including one with early years professional status.

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Inspection activities

n The inspector completed joint observations with the manager and deputy manager. n The manager gave the inspector a tour of the setting and took part in a learning walk. n The inspector held a meeting with the management team. Documentation relating to the suitability of staff was checked. n The quality of teaching was observed indoors and outdoors. The inspector assessed the impact on children. n Discussions were held with staff, children and parents. The inspector took account of their views and opinions.

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Inspection activities

12 November 2019 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

12 November 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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