Parklands Private Day Nursery Lydiate

Inspection of Parklands Private Day Nursery Lydiate Parklands Private Day Nursery, 5 Moss Lane, Lydiate, Liverpool L31 4DB

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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 arrive at nursery ready to play. They demonstrate that they feel secure in the familiar surroundings and in the care of the friendly staff. Younger toddlers busily explore the indoor and outdoor spaces. Staff stay close to babies who are new to the setting. This reassures the babies and helps them to get used to being part of the group. Older children settle to table-top activities. They carefully apply glue and use coloured sticks and tissue paper to make their own pictures. This helps children to use tools with increasing precision. They learn to be creative and have their own ideas.

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The provision requires improvement

Children hold conversations with staff and each other. However, staff do not focus effectively enough on helping children to hear and understand more words. They limit pre-school children's learning by calling the bigger goats in a family 'mummy' and 'daddy' instead of 'nanny' and 'billy'. Staff in the baby room talk about animals without showing children pictures or models to help them to understand the words. This limits children's language development and knowledge. Children, sometimes, do not know how to behave. This is because staff do not have a consistent approach to teaching daily routines. Some children learn that tidy-up time is when they are free to run around the playroom. This hinders children's progress because they do not learn to listen and to follow instructions. Managers know that there are weaknesses in practice. However, steps taken to help staff to improve are not effective enough.

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The provision requires improvement

Parents and carers praise the team's response to the COVID-19 pandemic. For example, staff checked children's temperatures before admitting them each day. Parents say that staff made the process enjoyable. This helped children to feel relaxed and calm about the changes that kept them safe.

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need to do better?

n The nursery manager took up her post quite recently. Ongoing difficulties with staff recruitment mean that she is frequently deployed as a member of staff within the childcare rooms. This does not help her to address the weaknesses in practice that she identifies. n Managers are caring and supportive of staff. They take steps to make staff's workload manageable. Managers observe and coach staff. However, they do not make the next steps for staff's professional development precise or measurable enough. Staff do not know what to do to improve their practice. Weaknesses in teaching mean that children do not make good progress in their learning. n Staff do not promote children's communication well enough. Older children gather to participate in a percussion activity. They copy staff's actions enthusiastically. However, they do not hear the instructions themselves because

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need to do better?

1 March 2022 the recorded songs are fast paced and the words are indistinct. Younger children show interest in pouring water between containers. Staff join in but do not model the words for children's actions or name the equipment that they are using. This limits opportunities for children to extend the number of words that they know and understand. n Staff follow care routines, such as changing children's nappies. This helps to ensure that children's needs are met. However, staff do not establish and teach some routines consistently enough and, at times, children are not sure how to behave. Some daily routines do not promote children's confidence and independence well enough. For example, pre-school children sit waiting for staff to bring cutlery and food to them at lunchtime. n Some learning is sequenced well. The youngest children walk and run freely in the safe outdoor space. This helps them to become strong and active. Older

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need to do better?

children take part enthusiastically in a game called 'Traffic Lights'. They change their movements when the colour changes. This helps them to learn that a symbol can be used to convey meaning. Children run, jump, hop and walk at different speeds. They learn to skilfully change direction to avoid colliding with each other. n Children eat a healthy, balanced diet. Staff take frequent drinks of water and tell children why this is important. Children copy them and develop habits that help to promote their good health. Staff know which children have allergies to particular foods and cater safely for them. They work in partnership with parents so that families' individual and religious dietary preferences are respected. n Staff complete the progress check for children between the ages of two and three years. They involve parents and encourage them to share the assessment with other professionals, such as the health visitor. This helps everyone to work

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need to do better?

together, should concerns about children's development arise. Parents say that they feel well informed about activities and children's daily care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff complete training that updates and extends their knowledge of child protection matters. Staff know what to do if they consider that a child is at risk of harm. Staff complete required records. For example, when children sustain injuries, staff complete accident forms and share them with parents. Staff identify and minimise hazards to children. They complete daily checks of the premises and supervise children at all times. Managers follow safe recruitment procedures. New staff complete a comprehensive induction programme before their appointment is confirmed. This helps staff to understand their role and responsibilities.

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Due date

ensure that staff know precisely what to do to improve their practice 29/03/2022

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Due date

improve staff's knowledge and understanding of language development, so that activities and interactions help children to extend their vocabulary and communicate. 29/03/2022

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should:

n establish high-quality, consistent routines, so that children are supported to become independent and develop self-control.

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Setting details

Unique reference number EY333142 Local authority Sefton Inspection number 10205432 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 48 Number of children on roll 56 Name of registered person Parklands Private Day Nursery Ltd

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reference number

Telephone number 0151 531 6776 Date of previous inspection 20 April 2017

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Information about this early years setting

Parklands Private Day Nursery Lydiate registered in 2006. The nursery employs seven members of childcare staff. Of these, five hold qualifications at level 3. One member of staff holds early years professional status. The nursery opens from Monday to Friday, all year round. Sessions are from 7.45am until 6pm. 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 setting 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 setting. n The manager and the inspector completed a learning walk of the nursery. They conducted two joint observations of practice. n Meetings took place between the inspector, the nursery manager and the area manager. n The inspector spoke with staff and children during the inspection. She spoke with parents and has taken account of their views. n Examples of documentation were sampled and reviewed by the inspector. She checked evidence of the suitability of staff working in the nursery.

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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

1 March 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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