Setting EY472059

Report for childcare on domestic premises

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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

Staff provide a calm, friendly home-from-home setting, where children demonstrate that they feel happy and relaxed. Staff support children who are new to the nursery to settle quickly. For example, they soothe babies through cuddling them to help them feel reassured. Children are assigned a key person who they get to know from the start of their placement, such as through a tailored settling-in programme. Children form secure and affectionate bonds with their key person.

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The provision is good

Children behave well and respond positively to staff. For example, children listen attentively, take turns and follow instructions as they play the game, 'What's the time Mr Wolf'. They show great enthusiasm and laughter as they run outdoors while being chased by the 'wolf'.

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The provision is good

The nursery strives to provide a child-centred learning environment, where children make independent choices in play and engage in child-led activities. Staff have high expectations for children to do well. They observe children and address their individual learning and care needs. This helps to ensure children, including those with special educational needs and/or disabilities, are equipped with the skills they need to flourish for the next stage in their learning.

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need to do better?

n Staff know their key children well. They find out about children's individual starting points from their parents and use this information, along with their own initial assessments, to plan engaging activities that children enjoy. Staff complete ongoing observations to identify children's next steps in learning, which they incorporate into their monthly planning. The manager has a good overview of children's progress. She works closely with the child's key person to identify and address any gaps in learning. n Staff value and celebrate children's learning. For example, they create individual learning journals for each child where they capture 'wow' moments using photos with captions. Staff motivate children and know how to build their confidence by, for example, providing rewards stamps and achievement certificates. Parents have opportunities to review their child's learning journal and take it home.

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need to do better?

However, although there are already some arrangements in place to encourage children's learning at home, there is scope to expand on these to involve parents in their children's learning even further. n Children have good opportunities to develop their early literacy skills. Staff encourage younger children to recognise the symbol associated with their name card, such as when finding their coat pegs to place their belongings away. Older children show a keen interest in exploring books and staff introduce early phonics. For instance, they encourage children to recognise rhyming words

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need to do better?

3 February 2022 during a group activity, where they guess the missing word, such as 'dog sits on a log' and the 'snake lives in the lake'. However, at times, staff miss opportunities to adapt their teaching to include some children who are less vocal than others. n Staff support children to develop their independence and self-care skills. For example, children put on their own shoes and help to set up the table ready for lunch. Staff encourage children to develop healthy lifestyles. They provide children with healthy snacks and offer balanced and nutritional meals. Babies and young children have daily opportunities to explore the nursery garden and older children have fun going on local woodlands walks to look for minibeasts. n Staff attend regular supervision meetings and undertake yearly appraisals with the manager. This allows them opportunities to discuss their key children, identify training needs as well as share any concerns. The manager values her

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need to do better?

staff team and works closely with them to identify personal development goals. Staff are positive about the recent reduction in paperwork and having more quality time with the children. n Partnerships with parents are good. They speak highly of the manager and staff and the care they provide. They comment that their children enjoy their time at the nursery and staff are caring, attentive and accommodating. The nursery closed for a brief time during the COVID-19 pandemic but the manager maintained regular contact with families and provided updates

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are aware of the importance of their roles in keeping children safe. They have a good understanding of the signs that could indicate a child may be at risk of harm and know the correct procedures for reporting any concerns. Staff undertake regular training and have a secure understanding of wider safeguarding concerns, such as those linked to the 'Prevent' duty and county lines. The manager carries out thorough risk assessments and knows how to identify and minimise any risks or hazards immediately to keep children safe. The manager implements effective staff recruitment procedures and undertakes regular checks to ensure staff remain suitable.

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should:

n tailor teaching during adult-led activities to meet the needs of individual children, particularly for those children who are less reluctant to speak, to help build their confidence n build on the home learning strategies already in place, to involve parents fully in their children's learning.

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Setting details

Unique reference number EY472059 Local authority South Gloucestershire Inspection number 10213025 Type of provision Childcare on 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 28 Number of children on roll 52

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reference number

Date of previous inspection 23 August 2017

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Information about this early years setting

Oak Tree Nursery registered in 2014. It operates in Charfield, Gloucestershire. The nursery opens Monday to Thursday from 7.30am to 6pm for 49 weeks of the year. There are nine members of staff, including the provider, who work directly with the children. Of these, six staff hold an appropriate early years qualification at level 3 or above. The provider/manager holds qualified teacher status for secondary education. The provider employs a nursery cook. The nursery receives funding for the provision of free early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in her evaluation of the provider. n The inspector carried out a joint observation with the manager. n The manager and inspector conducted a learning walk together and discussed how the curriculum is planned and implemented. n The inspector held a meeting with the manager and reviewed documentation, including staff suitability information and training certificates. n The inspector spoke to parents and took their views into consideration. Discussions were also held with the staff and children at appropriate times throughout the inspection.

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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

3 February 2022 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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