Dracup Lodge Day Nursery

Inspection of Dracup Lodge Day Nursery 19 Dracup Road, Bradford, West Yorkshire BD7 4HA

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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 happy and settle quickly into this welcoming setting. The nurturing staff build positive relationships with children and their families from the start. They gather information from parents about what their children know and can already do. Staff use this information to tailor activities to children's individual needs and interests. Children are continuously engaged in their play. Staff's enthusiasm creates a positive and exciting atmosphere within the setting at all times. Children are enthralled during story time. They use puppets and props that help them act out the story as it unfolds. They listen with eagerness to the story before guessing which house the wolf is going to blow down. This demonstrates good listening and attention skills. Children benefit from plentiful exercise and regular outings. Staff attentively encourage children's thinking skills. For example, children discover

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The provision is good

rubbish during a nature walk. Staff talk to children about the importance of recycling and caring for the environment. This helps children to develop an understanding of the wider world. Children behave well. Staff demonstrate high expectations for children at all times. They model good manners and teach children to share and take turns. This helps to promote children's social skills.

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need to do better?

n The ambitious manager and staff demonstrate an excellent understanding of how children learn. They complete detailed observations and assessments. This helps them to accurately plan for what children need to learn next. The manager reviews this information. This helps her to identify and quickly address any emerging gaps in children's learning. n Children have good opportunities to develop their independence during play. They make choices from a wide range of resources available. However, staff do not help children to develop high levels of self-care skills. For instance, during mealtimes, staff cut up children's food. In addition, children are not provided with opportunities to pour their own drinks or participate in tasks appropriate to their stage of development. n Children have access to a range of activities that help to promote their physical development. For instance, toddlers and young children benefit from large

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need to do better?

indoor climbing apparatus. They learn to climb, crawl and walk up large ramps and down slides. Older children ride around the large outdoor area on bicycles and scooters. In addition, they join in with dancing games and move their bodies in time to the music. n Partnership working with parents is a key strength of this setting. Parents speak highly of the dedicated manager and staff. They are involved in all aspects of their children's care and learning at the setting and are invited to share children's achievements at home. Staff work in collaboration with external professionals, including schools and other early years providers who are involved

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need to do better?

29 January 2020 with children's care. This helps to provide a seamless approach to children's learning. n Children engage fully in their play. They use various resources, including rubber cupcake cases and cake stands, during dough activities. Children pretend to add candles to their make-believe cakes using sticks, before offering these to their friends. This demonstrates children's good imagination. n Staff provide good opportunities for children to develop their literacy skills. For instance, children use different-sized brushes during sand play. Staff comment on the different marks they can see. Older children begin to write their names and join in with writing labels. n The knowledgeable manager works alongside her newly appointed staff team. The manager recognises there are ways to embed supervision sessions into practice, particularly to help identify areas of improvement and offer further challenge to older children.

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need to do better?

n Children immerse themselves in creative activities, including using glitter, glue and paint when creating their pictures. Older children take on different roles during their play. They tell others that they are 'teachers' and ask other children how they are feeling today. Children are confident and communicate well with one another.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff demonstrate an excellent understanding of safeguarding issues. They are aware of the possible indicators of abuse and the procedure to follow in the event of a concern about the welfare of a child. Staff are aware of wider safeguarding issues and how to promote children's awareness of keeping themselves safe. For example, staff complete thorough risk assessments and encourage children to identify and think of ways to address hazards in their environment. Staff are vigilant and supervise children well.

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should:

n extend opportunities for children to develop their independence and self-care skills, particularly around mealtimes n build on supervision sessions for staff to help refine teaching skills and offer further challenge to children's play.

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Setting details

Unique reference number EY482490 Local authority Bradford Inspection number 10118572 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 1 to 11 Total number of places 61 Number of children on roll 46 Name of registered person 1st Safari Day Nurseries Limited

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reference number

Telephone number 01274 962727 Date of previous inspection 18 March 2015

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Information about this early years setting

Dracup Lodge Day Nursery registered in 2014. The nursery employs seven members of childcare staff, all of whom hold appropriate early years qualifications at level 2 and 3, with two at level 6. It opens Monday to Friday, all year round, except for bank holidays. Sessions are from 8am 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 observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint observation with the nursery manager. n The inspector held a number of discussions with the nursery manager. She looked at relevant documentation and evidence of the suitability of staff working on the premises. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

29 January 2020 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

29 January 2020 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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