The Wendy House Day Nursery

Inspection of The Wendy House Day Nursery Chapel Lane, Wythall, BIRMINGHAM B47 6JX

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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

Children make good progress in accordance with what they already know and can do. They demonstrate high levels of curiosity and concentration while playing in the stimulating environment created by staff.

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The provision is good

Children's emotional security is given a very high priority. This is initially addressed well due to a settling-in procedure that is agreed with parents in accordance with their child's individual needs. Transition arrangements are very good as babies and children progress through the nursery. Parents are kept well informed about their child's planned move and who the child's new key person will be. Relationships between children and staff are extremely good throughout the nursery.

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The provision is good

Older children are very confident and they are learning to express their feelings and emotions. Children in the pre-school room practise talking about why their mummy is special. This is in preparation for a planned afternoon tea event that their mummies have been invited to attend. Children behave well and play cooperatively. They are praised for their efforts and achievements, which helps to boost their self-confidence and self-esteem.

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The provision is good

Children's good health is addressed well. They are physically active every day and they eat healthy and nutritious food that is cooked fresh each day. Children's allergies and preferences are fully addressed. Discussions are held between the cook and a child's key person when food is prepared to ensure that dietary needs are always met.

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need to do better?

n Staff observe, assess and challenge children effectively. They ensure that children make good progress across the seven areas of learning. Staff are fully aware of what children know and can do. They use this knowledge and children's interests to ensure that they consistently provide activities that inspire children to learn. Children develop good skills that help them to be ready for the move on to the next stage in their education. n Children who have special educational needs and/or disabilities receive very good support. Staff work effectively with parents and the nursery's experienced special educational needs coordinator. This helps to ensure early intervention for children who may need additional support so that they make as much progress as they can in their learning. n The quality of teaching is good. Staff assist children in leading their own learning. They identify the importance of helping children to work together and

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need to do better?

say that this is part of their intent for children's learning. However, there are occasions when staff do not fully utilise these opportunities during some adult-

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need to do better?

8 March 2022 led activities. n Older children speak clearly and confidently with staff and with their friends. They initiate conversations with visitors to the nursery, such as the Ofsted inspector. Staff model clear pronunciation for younger children and teaching strategies are effective in helping them to progress from putting words together to forming short sentences. Staff interpret babies' needs well as they communicate through gestures and the sounds of their voices. n Babies and very young children explore a variety of different textures in their play environments. They notice the marks that they make with their fingers and with tools in resources, such as paint and glitter. Two-year-old children help to mix ingredients to make play dough. n Children gain good physical skills while climbing, sliding and riding on toys in the outdoor play area. All children play with toys and resources that help them to

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need to do better?

develop good handling skills. However, linking the development of young children's large muscle movements with the development of their handling skills is not consistently addressed by staff. n Young children begin to engage in imaginative role play. They keenly join in when staff suggest they pretend to be different animals. The children join in with the actions to songs and staff sing at a pace that supports these young children in being able to join in with some of the words. Actions to a favourite song involve pretending to be sleeping bunnies and the children lie down, close their eyes, and some enjoy making snoring sounds. n Parents initially provide information about what their child knows and can do. Staff and parents then continue to share information regularly. Parents provide very positive views about the nursery provision. They are very happy with their children's progress and comment on very good communication with staff.

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need to do better?

Parents say that their children are very happy and that they are always welcomed by staff that they know. They comment on staff's professionalism. Staff comment on how the provider and manager give a high priority to their welfare as well as the children's.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The provider and manager are the designated leads for safeguarding in the setting and they cascade the knowledge they gain on their training with the staff team. Staff supplement their knowledge with completion of online courses. They know the signs of abuse and neglect, and the referral procedures to follow if they have a concern. Staff are aware of their responsibilities to prevent children being drawn into situations that may put them at risk. Procedures for recruitment, selection and induction of staff meet requirements. The premises are safe and secure so that children cannot leave unsupervised and unwanted visitors cannot gain access. Staff identify and successfully minimise potential risks indoors and outdoors.

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should:

n extend staff's practice for linking the development of young children's large muscle movements with the development of their handling skills n utilise opportunities more consistently to extend children's understanding of working together and supporting one another.

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Setting details

Unique reference number EY362027 Local authority Worcestershire Inspection number 10222407 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 160 Number of children on roll 121 Name of registered person The Wendy House Limited

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reference number

Telephone number 01212705020 Date of previous inspection 15 January 2019

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Information about this early years setting

The Wendy House Day Nursery registered in 2007. The nursery employs 27 members of childcare staff. Of these, 21 hold early years qualifications ranging from level 3 to level 6. The nursery opens Monday to Friday, all year round. Sessions are from 7.30am 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 provider received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspectors viewed the provision and discussed the safety and suitability of the premises. n The provider, the manager and the inspectors completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspectors during the inspection. n Staff spoke to the inspectors during the inspection. n The special educational needs coordinator spoke to the inspectors about how they support children with special educational needs and/or disabilities. n The inspectors observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspectors carried out joint observations of activities with the provider and

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Inspection activities

with the manager. n Parents, grandparents and carers shared their views of the setting with the inspectors. n The inspectors looked at relevant documentation and reviewed 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

8 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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