Young ones early years

Inspection of Young ones early years Top Slack Farm, Ashover, Chesterfield S45 0ED

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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 Not applicable

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The provision is good

Children arrive at the pre-school keen to explore the activities and resources staff have set up for them. They enjoy doing exercises to wake up their bodies for the day ahead. Staff show children how to find their heartbeat and feel how it changes after exercise. Children talk about how exercise makes them feel hot. They know they need to help themselves to a drink of water before they go off to start their day at pre-school.

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The provision is good

With support from staff, children investigate how magnets work. They seek out items in the room that will attach to a magnet. Staff talk to children about metal, plastic and wood. They explain that metal is magnetic. Staff do not shy away from using complex words with children. They explain what words mean to extend children's vocabulary and develop their understanding.

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The provision is good

Children learn how to use tools, such as knives and scissors, safely. Staff show them how to carry scissors correctly. Children who are chosen by staff to prepare the snack proudly wear aprons and hats. They know that doing this and washing their hands help to protect other people from germs. Children who prepare the snack learn from staff how to safely use a knife to cut up peppers, apples and tomatoes. Throughout the activity, the staff member talks to the children about the benefits of eating fruit and vegetables.

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need to do better?

n Managers and staff all know what they want children to learn during their time at the pre-school. Staff have support from the manager to develop their professional knowledge. They apply what they learn to extend children's learning. Staff have the skills they need to help children to make progress. n Staff make sure that everyday experiences help children to build up their independence. For example, two-year-old children know where to find their coat and wellington boots for outdoor play. Staff support them to put on their coat and boots. Three-year-old children put on their own coat and boots, although some still have support from staff. n Staff use outdoor play to support their aim for children to gain confidence in themselves and learn how to work together. Staff use crates, wooden planks and tyres to create balance beam circuits. Children work together to change the position of the planks and introduce different challenges, such as walking down

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need to do better?

a slope. Staff are on hand to offer advice on how to balance on the planks. Children use different methods to navigate the course. They walk sideways, hold their arms out to the side or walk as if on a tightrope. As they grow in confidence and skill, they change how they move around the circuit. n Children behave well in the pre-school. The staff have routines and rules in place

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need to do better?

23 February 2022 to help children to play and learn in a safe and happy environment. Children follow the rules and routines. With the help of staff, they are developing an understanding of why we have rules. For example, when children use tweezers to pick up cake sprinkles, they know they must not eat the sprinkles. Staff explain that the sprinkles have germs on them because people have touched them with their hands. n The manager works in the pre-school alongside staff. She is a strong role model and staff follow her lead. They spend time talking to children, asking questions and modelling how to write letters and numerals. Occasionally, staff do not name objects they are talking to children about, so children do not benefit fully from the discussion. Staff do not think about where children sit when they model how to write a letter or numeral. Consequently, children do not see how to write these correctly themselves. At times, staff do not show children how to hold

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need to do better?

their pens to have better control when they are making marks. n Staff show interest in children's life away from pre-school. They incorporate what they know about children into the learning opportunities children have. Children learned about places that some of their friends have visited to see their family. Pre-school children take part in local activities, such as art projects. Staff also introduce experiences such as den building, to support children's communication skills and their ability to work as part of a team.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff know and understand what their responsibilities are to help to keep children safe and well. They can describe signs and symptoms that indicate that a child is at risk of or is suffering abuse. Staff can explain what they would do if they had any concerns about a child, or if anyone made an allegation against them or another staff member. The staff recruitment procedure is appropriate. The registered person completes Disclosure and Barring Service checks on all new staff. Staff have appropriate first-aid qualifications so that they can offer suitable treatment if a child has an accident.

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should:

n increase staff awareness of how they can better support children to learn good habits when speaking and writing.

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Setting details

Unique reference number 2611327 Local authority Derbyshire Inspection number 10213245 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 70 Number of children on roll 75 Name of registered person Young ones early years Ltd

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reference number

Telephone number 07702965655 Date of previous inspection Not applicable

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Information about this early years setting

Young Ones Early Years registered in 2020 and is located in Ashover, Chesterfield. The setting employs nine members of childcare staff, four of whom hold an appropriate early years qualification at level 3. The setting opens from Monday to Friday all year round. Sessions are from 8am until 6pm. The setting provides funded nursery 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 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 This inspection was carried out as a result of a risk assessment, following information received about the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke to the inspector during the inspection. n Staff spoke to the inspector during the inspection. n The inspector spoke with the nominated individual and the manager about the leadership of the pre-school. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a small-group activity with the

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Inspection activities

manager. n Parents shared their views of the pre-school with the inspector.

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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

23 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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