Toy Box Nursery Scunthorpe Limited

Inspection of Toy Box Nursery Scunthorpe Limited Ashby Road, Scunthorpe, North Lincolnshire DN16 1AA

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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 are supported to separate from their main carers on arrival. Staff provide reassurance to any child who is a little upset. This helps them to quickly feel safe and secure. Staff encourage parents to share family photos from home. This is because staff recognise how these can be used to help young children feel secure. Staff working with two-year-olds also use them to support children's understanding of emotions and their early language skills.

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The provision requires improvement

Children, generally, behave well as they enjoy participating in a range of play experiences. However, staff do not always apply their knowledge of what children already know and can do, when supporting children's learning. This results in activities lacking challenge. Additional funding is not used wisely to ensure that it has the most impact on individual children's learning. While the manager monitors staff practice, she does not critically evaluate their weaknesses. This results in areas for improvement not always being identified.

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The provision requires improvement

During the COVID-19 (coronavirus) pandemic, leaders made changes to keep children safe. Outings to the park, library and trips on the bus have been put on hold. Leaders recognised the impact from this on children's physical skills, so they increased outdoor play opportunities and purchased additional play resources.

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need to do better?

n Parents are encouraged to share information from home about their children's needs and abilities. Staff then continually monitor and review children's progress and keep parents informed of this. Parents provide positive feedback about the provision. They report how the staff and manager have felt like an extended family to them. Parents explain how staff have supported their children to develop confidence and to make relationships with other children. They report how they now feel like their children are ready for school. n Staff are, generally, aware of what each child knows and can do. However, they do not apply this knowledge when supporting children in their learning. Staff talk about the activities children engage in and how they can extend their play with further experiences. They do not always consider what skills and knowledge they want children to learn. During some planned activities, staff do not focus on

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need to do better?

individual children's abilities and prior knowledge. For example, during a planned activity encouraging pre-school children to talk about their emotions, the learning intentions are too broad for children's varying abilities. This means that younger children and those with speech delay find the activity confusing. Most- able children are not able to fully explore and extend their knowledge of emotions due to the group being too large. n Additional play resources and experiences are regularly purchased for the whole

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need to do better?

21 July 2021 group of children who are in receipt of additional funding. There is less emphasis placed on the individual learning needs of each child. For example, funding was recently spent on a hatching eggs experience for all funded children. The manager and staff had an overview that the experience could support children's communication and language skills. However, they had not effectively monitored the impact on children's learning. They were unable to identify how this had supported individual children's language or whether their skills had improved. n Children of all ages enjoy listening to stories and singing activities. When staff engage in children's play, they hold simple conversations with older children and repeat words for babies. This helps children to develop some communication and language skills. However, there are inconsistencies with staff's support for children who speak English as an additional language. The manager has

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need to do better?

appropriate intentions for using key words in the child's home language. However, this is not consistently implemented by staff. n Daily routines are used well to support children to develop good health and self- care skills. For example, staff encourage babies to move from sitting in a highchair to sitting in a normal chair at the table. Children in the two-to-three- year room are supported to move from using a spoon to feed themselves to using a knife and fork. Pre-school children learn to independently pour their own drinks and to serve their own snack. n Supervisions and monitoring of staff practice are in place and regularly focus on their strengths. However, weaker areas of individual staff knowledge and practice are not always identified. This results in staff not receiving targeted support, training, and coaching to improve their knowledge, skills and practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have an, overall, sound knowledge of how to safeguard children. They recognise a wide range of potential indicators of abuse. Staff know the procedures to follow should they have any concerns about a child or a staff member. The manager and staff understand the importance of maintaining confidentiality, especially where there is outside agency involvement, to safeguard children. From the age of two, children are encouraged to learn how to become independent in wiping their nose and washing their hands. This supports children's health and safety. Since the COVID-19 pandemic, additional measures have been implemented to protect children's well-being. For example, the manager negotiated an earlier closing time with parents. This provided staff with time to clean the premises and equipment at the end of each day.

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Due date

ensure staff consider the individual needs, interests and stage of development of each child so that they fully understand what they want children to learn and how this builds on their prior knowledge and skills 21/09/2021

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Due date

provide consistent opportunities for children who speak English as an additional language to use their home language in their play and to support their spoken English skills. 21/09/2021

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should:

n improve supervisions of staff to ensure their skills, knowledge and practice are more critically monitored to identify weaknesses so that targeted support for improvement can be provided n consider each child's specific needs when deciding on how to spend early years pupil premium funding and monitor the impact it has on children's development to ensure gaps in their achievement are closing.

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Setting details

Unique reference number EY482982 Local authority North Lincolnshire Inspection number 10202546 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 36 Number of children on roll 58 Name of registered person Toy Box Nursery Scunthorpe Limited

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reference number

Telephone number 01724 857126 Date of previous inspection 11 August 2016

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Information about this early years setting

Toy Box Nursery Scunthorpe Limited registered in 2015. The nursery employs 10 members of childcare staff. All staff hold appropriate early years qualifications at level 2 or above. The nursery opens from Monday to Friday for 50 weeks of the year. Sessions are from 8am until 5.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The provider and the inspector completed a learning walk where the provider explained the skills and knowledge she wanted children to learn. n The inspector spoke with several parents during the inspection and took account of their views. n The inspector spoke with the provider, staff and children during the inspection. n The inspector and the provider carried out a joint observation, evaluating the quality of education during a planned activity.

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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

21 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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