Heathfields Nursery And Care Club

Inspection of Heathfields Nursery And Care Club Heathfields County Infants School, Saxon Close, Wilnecote, Tamworth, Staffordshire B77 5LU

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are greeted by enthusiastic staff. On arrival, children settle extremely well and register their peers' attendance. Children risk assess the environment to ensure it is safe to learn and play. They develop good early writing skills as they tick off the areas they have checked. They make beautiful friendships. Children seek others out to share personal learning and experiences which they are proud of. They work cooperatively as a team. For example, children make a representation of a house using a variety of construction materials. They practise a two-way-flow of conversation as they discuss their ideas for structure, shape, and materials required.

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The provision is good

Children are extremely happy. They display positive attitudes for learning. Children benefit from staff who have extremely high expectations of them. For example, children strive to get their picture to the top of the 'wow board' that staff use to positively reinforce children's already exceptional behaviours. Children celebrate their achievements. They say, 'My mum will be really proud of me'. Children effectively develop the needed skills and knowledge to regulate their emotions. They respond positively when faced with difficult situations. For example, when children make a mistake as they practise their cutting skills, they persevere to find a solution to the problem.

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The provision is good

Children are extremely confident to lead their own learning experiences. They are highly inquisitive and enthusiastic to learn more. Children constantly reflect on prior knowledge and ideas to impact their learning in the moment. For example, children remember how salt previously helped to melt ice. They feel safe and secure in their environment to request salt and other resources needed to assist their learning. Children use words such as 'melt' and 'frozen' to predict what will happen.

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need to do better?

n Children's views are of the utmost priority to leaders and staff. Staff really listen to children. For example, they seek children's ideas and ask open-ended questions to challenge their thinking. Children are extremely confident and self- assured to speak up and have their views heard. Their views feed into the curriculum and enhance the learning environment. Staff have created a wealth of strategies to ensure the child's voice is heard, including weekly surveys. n Leaders are constantly reflecting on barriers for learning. They put strategies in place to ensure that those children with lower starting points catch up with their peers. Leaders effectively monitor children's behaviour and identify how behaviour impacts learning. For example, they introduced effective strategies to help children learn to understand emotions, such as how to feel calmer, to enhance their mindfulness and well-being. Staff remind children to use the

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need to do better?

16 June 2022 'responsibility board' to see which task they must complete. Children develop a strong sense of responsibility for their learning environment. n Children develop a well-rounded understanding of mathematics. Staff ensure children develop knowledge of numbers and quantities. Children learn about cause and effect as they mix a variety of liquids together to make a potion. They learn the difference between a tablespoon and a teaspoon. They add a 'pinch' of glitter. Children recognise the number five on a shell in the sand pit. They confidently use a number line and independently count to 10. n Children flourish in their communication and language. Staff share new vocabulary with children with age-appropriate explanations. Children learn new words, such as 'memory' and 'brain', as staff explain to children how they remember words. Children recap 'focus words' as part of a group activity. Staff

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need to do better?

collect words in a book to revisit prior learning and ensure children practise newly learned vocabulary and skills. n Staff know all children exceptionally well. Leaders and staff skilfully identify strengths and areas for improvement within the curriculum, and what the main priority areas are. Staff know what individual children need to learn. As a result, children make good progress in all areas of learning. However, staff do not always consider how to further extend children's learning at home in partnership with parents to ensure children make rapid progress from their starting points. n Partnerships with schools and other professionals are effective to meet the needs of all children, including those with special educational needs and/or disabilities. Staff visit other early years establishments to complete observations and share ideas for good practice. For example, they invite teachers from the

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need to do better?

school to read stories to children. This helps to support children's confidence when transitioning to school. Together, leaders and staff create action plans, which include the views of the school's early years team. This ensures staff focus the curriculum on the school's expectations for Reception-age children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff know the signs and symptoms that may indicate a child is at risk of abuse or harm. They are knowledgeable in their roles and responsibilities to protect and safeguard children. Leaders ensure that staff know how to report concerns for themselves should this be required. For example, they help staff to practise calling the relevant services to enhance their confidence to disclose. Staff know to whistle-blow should they have concerns about another staff member. Leaders have robust procedures in place to ensure all staff are deemed suitable to work with children. They ensure the suitability of other professionals who come into contact with children, including, teachers at the host school.

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should:

16 June 2022 n provide parents with further ideas and suggestions to extend their child's individual learning at home.

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Setting details

Unique reference number 2567910 Local authority Staffordshire Inspection number 10239386 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 24 Number of children on roll 42 Name of registered person Our Pride, Our Joy Limited

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reference number

Telephone number 01827 213885 Date of previous inspection Not applicable

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Information about this early years setting

Heathfields Nursery And Care Club registered in 2020. The nursery currently employs five members of staff who hold appropriate early years qualifications from level 3 to level 6. The care club currently employs four members of staff of whom two hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday, term time only. 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 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. n The manager and the inspector completed a learning walk. n The inspector carried out a joint observation with the manager. n The inspector observed the interactions between staff and children throughout the day and evaluated the impact on children's learning. n The inspector held discussions with the manager, staff, and children at appropriate times during the inspection. The views of parents were considered by the inspector, through verbal discussions. n Relevant documentation was reviewed by the inspector, including evidence of the suitability of those working with children.

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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

16 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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