Stickleberries

Inspection of Stickleberries Stickleberries, Winterborne Stickland, Blandford Forum DT11 0NN

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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

Staff interact well with children and engage them effectively in their play and learning. Children respond well to praise and encouragement. They are very much at ease in the setting, arrive happily and separate from parents without a fuss. When children are less secure, their key person greets them warmly and offers a positive distraction to help them settle, such as talking about the friends they will play with today or finding a favourite toy.

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The provision is good

Pre-school children are interested and excited about their learning. They engage well in their chosen play and enjoy exploring the natural resources. Children of all ages have close relationships with the staff and with each other. They play cooperatively and help each other out. For example, older children find another chair for a child who wants to join their play, while in the toddler room a child finds a soft toy to give to a baby.

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need to do better?

n The manager and her staff team have worked closely together and with the local authority and used in-house training to make significant improvements to the setting. For example, training on behaviour management has enabled staff to use effective and positive strategies to help children manage their feelings, take turns and share. Children throughout the setting behave well. n Staff are caring and relate well to children of all ages. They get down to the children's level and make good eye contact. Children's communication and language are good and they listen to staff and respond well. n Overall, there is a broad range of resources for children to choose from. However, there are few resources that reflect the wider world and provide positive images of cultural diversity and disability to support children's knowledge and understanding of differences. n Children make good progress in their learning. Staff know their key children well

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need to do better?

and know what they need to learn next to support their development effectively. n Teaching in the pre-school room is particularly strong. Staff encourage children's readiness for school through a broad range of activities, such as cooking, matching games and exploration. Older children have high levels of confidence and independence. They recognise familiar letters and numbers and most can write their name. n Partnerships with parents are good. Staff use a range of strategies to keep parents informed of their child's development. Parents feel that the nursery has a family feel and comment on the good progress their children make. Parents enjoy seeing photographs of their children at play via the online system. n The manager and her staff have developed good partnerships with others involved in children's development. For example, they liaise closely with schools,

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need to do better?

11 February 2020 the health visitor and other professionals to support children's health and well- being. n Staff are quick to identify when children need extra help. They work with parents and professionals to get the support children need to help them catch up. n When activities change in the toddler room, such as when children need to get ready for snack time, this is not managed as well as possible, and children become unsettled and wander around.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The owner/manager makes sure her staff have a good understanding of how to keep children safe. They use risk assessments effectively to provide a safe and secure environment for children. Staff complete child protection training to ensure they can identify when a child may be at risk and know the procedures to follow if they need to refer a concern. Older children learn about their own safety and are good at tidying away toys they have finished with so they do not trip over them.

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should:

n review and improve transition times in the toddler room to ensure children are occupied and settled when activities change n provide more opportunities for children to see, learn about and value differences, including cultural diversity and disability.

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Setting details

Unique reference number EY493669 Local authority Dorset Inspection number 10102069 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 9 Total number of places 52 Number of children on roll 41 Name of registered person Dunbury Day Nursery Ltd

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reference number

Telephone number 01258 880417 Date of previous inspection 13 March 2019

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Information about this early years setting

Stickleberries registered in 2015 and is located in Winterborne Stickland, Dorset. The nursery is open all year round from 7.45am to 6pm, except bank holidays. It receives funding for the provision of free early years education for children age three and four years. The owner/manager is qualified to level 3. There are seven members of staff, including the manager. Most staff are qualified from level 2 to 5.

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Inspection activities

n The inspector observed children at play and the interactions between children and the staff to assess the quality of teaching. n Parents spoke the inspector during the inspection to give their views about the nursery. n The inspector sampled documentation, relating to staff suitability. n The owner/manager and the inspector completed a joint observation of a planned activity in the pre-school room. n The inspector spoke to staff and children at appropriate times throughout the inspection. n A meeting was held with the co-owners of the nursery to discuss matters, including safeguarding, staff professional development and self-evaluation.

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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 February 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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