Wonderland Children's Day Nursery (UK) Ltd

Inspection of Wonderland Children's Day Nursery (UK) Ltd 57 Holyhead Road, Wednesbury, West Midlands WS10 7DF

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are happy and safe at the nursery. They separate well from their parents, and enjoy the warm welcome and cuddles from staff. Children behave well. They quickly respond to the gentle reminders that staff provide for any unwanted behaviour.

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The provision requires improvement

Children freely access resources that support their interests throughout the nursery. However, the quality of educational experiences that children receive are inconsistent. Children in the two- to three-year-old rooms do not have consistently good support in some areas of their learning. They do not receive targeted support in their communication and language development. This limits the progress they make, particularly for the most disadvantaged children and those who speak English as an additional language.

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The provision requires improvement

In other areas of the nursery, the educational programmes help children to make better progress and prepares them for their future learning. Babies and toddlers are motivated to move and enjoy activities that help them to strengthen their leg muscles. As they progress, they benefit from further challenge, such as climbing up steps and getting on and off ride-on equipment. Toddlers also join in with songs and enthusiastically play musical instruments as they sing along with staff. Pre- school children develop exciting storylines with friends as they play together. For example, they pretend they are doctors and know that a stethoscope is used to check on a person's heartbeat.

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need to do better?

n Leaders do not use self-evaluation effectively to identify where practice needs to be improved within the nursery. They do not monitor the quality of children's education closely enough to identify where practice is not consistently good. n Staff receive some training. For example, staff working with babies have recently extended their understanding of how to use books to support babies' early language development. However, leaders have not extended this training to all staff, including those working in the two- to three-year-old rooms. They have not identified that some staff need more targeted support to consistently deliver good-quality learning experiences to children. n Staff complete regular observations of children's achievements. However, staff in the two- to three-year-old rooms are not clear about what children need to learn next in order to plan effectively for their development needs. This means some

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need to do better?

staff do not ensure children gain the most from the learning experiences, particularly for communication and language. That said, children do gain the basic skills necessary to prepare them for their future education. Staff working with children in other rooms have a deeper understanding of what they want

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need to do better?

14 July 2021 children to learn and how they will help them to progress. For example, staff challenge pre-school children with their language development. Children learn the meaning of new words, such as 'tentacles' and 'resolution'. n Staff do not provide sufficient information on children's two-year-old progress checks. This means health visitors, parents and other practitioners are not fully informed about some gaps in children's development. n Leaders and staff have implemented thorough cleaning routines to support children's health in response to the COVID-19 (coronavirus) pandemic. Children learn about keeping themselves and others safe, and the importance of regular handwashing. n Children form friendships and learn to share and take turns. They are sociable and eagerly involve other children and adults in their play. n Staff provide regular opportunities for children to be physically active. Children

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need to do better?

enjoy throwing and kicking balls in the outdoor area. They experiment with balance bicycles and try pushing themselves up a steeper slope. Children concentrate on activities that require them to use their small-muscle skills, such as using tweezers to push matchsticks into dough. Pre-school children learn how to use scissors safely. Babies handle crayons and experiment with mark making. n Staff have positive partnerships with parents. They keep parents updated about children's care needs and routines. Parents appreciate how staff listen to them and are readily available for discussions about their children. Staff gather important information from parents about their child's care needs, allergies and medical needs. Staff promote children's well-being. They follow the clear systems that are in place to administer medications to children. n Children gain confidence in their own abilities and develop their independence.

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need to do better?

Staff help them learn to manage their self-care routines, such as using the toilet and the importance of regular handwashing. Children learn to drink from unlidded cups and enjoy greater responsibility as they progress through the nursery, such as serving their own meals.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff know how to recognise signs that a child might be at risk of abuse and neglect. They know about wider safeguarding concerns and those related to the 'Prevent' duty. Leaders and staff understand the procedures for reporting any concerns they might have and work closely with other agencies involved in children's welfare. Staff have a clear understanding of how to report any concerns about a colleague. Leaders make suitable checks when they recruit new staff to ensure they are suitable to work with children. Staff complete regular risk assessments to ensure that the areas that children use are safe.

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Due date

improve monitoring of the quality of children's education and staff practice, to identify weaknesses and target support and training effectively 14/10/2021

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Due date

ensure staff are clear about what children need to learn next and use this information to plan more effectively, particularly when planning the curriculum for two- to three-year-olds communication and language development 14/10/2021

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Due date

ensure the two-year-old progress check is sufficiently detailed, to inform other professionals and parents about gaps in children's development. 14/10/2021

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should:

n use self-evaluation more effectively to identify strengths and weaknesses within the nursery, and where action for improvement is needed.

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Setting details

Unique reference number EY359697 Local authority Sandwell Inspection number 10198437 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

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inspection

Total number of places 100 Number of children on roll 155 Name of registered person Wonderland Children's Day Nursery (UK) Ltd

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reference number

Telephone number 01215 566222 Date of previous inspection 20 December 2016

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Information about this early years setting

Wonderland Children's Day Nursery (UK) Ltd registered in 2007. The nursery employs 21 members of childcare staff, all of whom hold appropriate early years qualifications at levels 2 and 3. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. It receives funding to provide free early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. Inspectors discussed the impact of the pandemic with the setting and have taken that into account in their evaluation of the setting. n The inspection was completed following a risk assessment of concerns received. n The manager and the inspectors completed a learning walk together. The inspectors observed teaching practices and considered the impact these have on children's learning. n The inspectors held discussions with the leaders, staff, children and parents. n The inspectors sampled some of the setting's documentation, including the safeguarding policy and procedures.

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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

14 July 2021 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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