Early Adventures

Inspection of Early Adventures 33 Benton Road, West Allotment, Newcastle Upon Tyne, Northumberland NE27 0EP

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

The manager and staff care deeply for children, treating them with kindness and respect at all times. Children like coming to nursery. They settle happily with staff, who respond to their needs. Due to the COVID-19 (coronavirus) pandemic, parents no longer come into the nursery. Despite this, children are confident to leave their parents at the door.

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The provision requires improvement

The manager has clear intentions for children's learning. Some staff's interactions with children are good and activities are interesting. For instance, babies experiment with cereal, and toddlers use paint dispensers and explore paint with a variety of tools. However, staff do not consistently focus on teaching children in a planned and sequenced way.

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The provision requires improvement

Children behave well and are polite. Good relationships between the staff and children are evident. Staff act as positive role models. They provide guidance and effective strategies to promote children's positive behaviour and well-being. Children are starting to develop important independence skills. They pour their own milk at snack time and put on their own coats as they play outside. Staff remind children to wash their hands before mealtimes. Children are beginning to learn about each other's diverse cultural backgrounds, and what makes them unique. Children are safe in this setting.

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need to do better?

n The manager is aware that the quality of education is not good enough. She has taken some steps to remedy the weakness. For example, she has provided some staff with supervision sessions and carried out focused room observations. However, she has not yet considered how she can better help staff develop their understanding of how to plan and sequence activities, to help all children make the best possible progress. n Overall, staff support children's language development well. They speak clearly and ask questions. Staff sing songs with children and encourage them to take turns to join in with the actions. They support all children's literacy from an early age. Children enjoy looking at books with staff. They make the most of all opportunities to introduce vocabulary, such as 'squash' and 'squeeze'. However, occasionally, staff within the baby room do not always model the correct use of words. For example, they use words such as 'horsey' and 'dodo'. This means

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need to do better?

that children do not consistently hear the correct pronunciation of words. n Staff sometimes focus too much on routines, tasks and transitions, such as preparing for mealtimes, or moving from outdoors to indoors. They do not deploy themselves effectively to support children during these times. This results in some children becoming restless and others needing comforting.

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need to do better?

14 September 2021 n Overall, partnerships with parents are good. Parents know what their child is learning, even though they cannot come into the setting due to COVID-19 restrictions. Staff share information through an online system with parents to help them to understand how children's learning can be further supported at home. However, staff do not gather information about children's starting points in learning from parents. This means that staff do not consistently know what children know and can already do when they start at the setting. n Children consistently behave well and use good manners without being prompted. Staff offer praise and encouragement, which helps to build children's confidence and self-esteem. Children demonstrate their positive attitudes to learning through high levels of curiosity and concentration. For example, young children investigate material, such as pasta and rice as they fill containers.

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need to do better?

Furthermore, children make their own dough. They share and take turns as they add the ingredients and mix it together. This helps to develop children's social skills. n Children develop their knowledge of the world around them successfully. They enjoy exploring the local area to find tadpoles. Children are eager to explain how the tadpole grew legs and swam away. n Staff seek support for children with special educational needs and/or disabilities and for those children who are learning English as an additional language. Staff work closely with other professionals to ensure that children's individual needs are met. n Children have daily opportunities to be physically active and enjoy the fresh air. For example, they enjoy balancing and climbing on tyres in the garden and walks to the local park and allotment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a good understanding of their role within safeguarding. They are confident of the procedures to follow should they have a concern about a child in their care. Furthermore, all staff are aware of the procedures to follow should an allegation be made against a member of staff. Staff keep themselves up to date with recent legislation. They are aware of 'Prevent' duty guidance, female genital mutilation and county lines. Risk assessments are in place, reviewed and understood by staff. The manager uses robust procedures for the recruitment and induction of new staff, to ensure that children are cared for by suitable people.

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should:

n help staff to improve the curriculum so that activities are carefully planned and sequenced to support all children's progress

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should:

14 September 2021 n ensure that staff use the correct words when talking to babies, to support their developing communication and language skills n plan transition times more effectively to reduce children's waiting times and to increase their learning opportunities n gather more detailed information from parents about what their children already know and can do when they first start at the setting.

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Setting details

Unique reference number 2527037 Local authority North Tyneside Inspection number 10205949 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 34 Number of children on roll 35 Name of registered person Atkins, Rebekah Marie

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reference number

Telephone number 07510943151 Date of previous inspection Not applicable

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Information about this early years setting

Early Adventures registered in 2018. The nursery employs 10 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3 and above, including one with qualified teacher status. The nursery opens from Monday to Friday all year round, except for bank holidays and one week at Christmas. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two- and three-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. The inspector discussed the impact of the pandemic with the setting and has taken that into account in the evaluation of the setting. n Relevant documentation was checked and discussed, such as policies and procedures. The inspector discussed the setting's self-evaluation and checked evidence of staff suitability. n Children and staff were spoken to throughout the inspection. n The inspector conducted a learning walk with the nursery manager and the intent of the curriculum was discussed. n Parents' views were obtained. n The inspector evaluated an activity with the nursery manager.

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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 September 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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