Kingfisher Day Nursery

Inspection of Kingfisher Day Nursery 48 Hill Street, Donisthorpe, Swadlincote, Derbyshire DE12 7PL

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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 arrive at the setting eager to play and explore. For example, children use spades to investigate in the sandpit. One child shouts 'I found one, I've found some treasure'. Children are curious and display their delight as they uncover golden coins in the sand. Staff are equally inquisitive, which further sparks children's interest. Children use their large muscles as they dig and shovel the sand in search of more golden treasures.

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The provision is good

Children develop the skills required to support self-help. For instance, children use large tweezers to precisely pick up flowers in the water tray. This helps children to develop small-muscle skills and hand-to-eye coordination. Consequently, children build the skills required for dressing, such as zipping up coats and buttoning shirts.

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The provision is good

Children and babies form close relationships with staff. Staff gently sing 'Twinkle, twinkle little star' as they soothe a baby to sleep. Outside, older children ask staff to hold their hand as they jump between large wooden reels. As a result, children feel safe and secure in the environment. Staff recognise the importance of emotional development. They support children to recognise and understand feelings. For example, staff use resources and discussion to identify different emotions with children.

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need to do better?

n Children behave well. They understand expectations. For instance, staff give children a five-minute warning prior to a change in activity or routine. Children respond well to this, and once the five minutes are up, they help staff to tidy away. This helps children to understand the routine and provides a sense of safety and security. n Children are offered new experiences. For example, while retelling a popular story, children have the opportunity to squelch bare foot through mud and splash through water. This ignites imagination and promotes language skills. During a creative activity, staff use a non-fiction book about London to promote knowledge and understanding of the Queen's Jubilee. However, opportunities are not provided for staff to share stories with children daily. n Children's transitions between rooms are well supported. For instance, the staff create a photo book for children that features pictures and key information

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need to do better?

about the new staff who will be caring for them. These are shared with children and families for them to look at before children move to the next room. This helps children with building attachments and feeling secure with the planned change. Additionally, staff and parents share information about children's development, interests and next steps in development. This helps staff to get to know each unique child, and supports a smooth transition to the next room.

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need to do better?

1 June 2022 n Children are becoming independent. Overall, children wash their hands unaided, with adults close by to offer guidance. During lunchtime, a child uses the serving tongs to pick up and place a fish finger on to his plate. When successful, he punches the air and shouts 'yes' at his achievement. This supports children's confidence and self-esteem. n Staff provide nutritious food. Some children bring packed lunches, and staff support parents to provide healthy choices. However, staff do not maximise mealtimes as an opportunity to discuss healthy eating. As a result, children do not learn about the benefits of healthy eating habits on their overall health. n The manager supports the development of staff. For example, one staff member accessed training on promoting children's communication and language through using signs and symbols. This was shared with others during a staff meeting. As a result, all staff have an increased knowledge and confidence in using these

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need to do better?

strategies to support children's development. Consequently, this helps children to communicate their needs and make choices.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a secure knowledge of safeguarding. They attend relevant training and regularly update their knowledge during staff and one-to-one meetings. Leaders and managers check staff's understanding and discuss different safeguarding scenarios. This helps staff to feel confident in the process to follow should they have concerns about the welfare of a child. Systems are in place for recording and monitoring existing injuries, in addition to accidents that happen in the setting. Staff know the process to follow should there be an allegation against a member of staff. Additionally, they are aware of the signs of radicalisation and extremism, and who to report concerns to.

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should:

n extend children's understanding of how healthy food choices promote their good health n increase opportunities for adults to engage children with stories to develop a love of books and reading.

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Setting details

Unique reference number EY438250 Local authority Leicestershire Inspection number 10235615 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 93 Number of children on roll 86 Name of registered person Kingfisher Day Nurseries Limited

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reference number

Telephone number 01530 274462 Date of previous inspection 1 September 2016

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Information about this early years setting

Kingfisher Day Nursery registered in 2011. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 6pm. The nursery employs 19 members of childcare staff. Of these, 12 hold appropriate early years qualifications at level 3 or above. 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 inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector carried out a joint observation on a group activity with the deputy manager. n The inspector looked at relevant documentation. n The inspector had face-to-face conversations with parents to gain their views of the setting. n The inspector held discussions with the manager, staff and children at appropriate times during 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

1 June 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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