Safari Kindergarten

Inspection of Safari Kindergarten Unit 1, Lowercroft Business Park, Lowercroft Road, Bury, Lancashire BL8 3PA

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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 are safe and happy in this friendly nursery. They share strong bonds with the staff, smiling as staff greet them in the entrance hall. Younger children point to pictures of staff as they wait for their key person for support with climbing the stairs. Older children independently organise their belongings into trays before going into pre-school. Parents no longer accompany them to rooms due to the safety measures introduced during the COVID-19 pandemic. However, they are confident in the dedicated care and attention children receive. Parents appreciate the meaningful, engaging and interesting activities provided for children. Children's learning also gains depth with visits from specialist teachers. For example, they talk about using their triceps in dance class as they wait for the dance teacher to arrive.

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The provision is good

Staff encourage a love of reading by regularly reading books to children. Children enjoy picking books from reading areas and share them with staff. Babies have fun discovering the characters from the book of the month as they play. They point and look expectantly at staff to name them. Staff respond warmly and often sing action songs with children.

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The provision is good

All children behave well and follow routines. Older children know how to keep themselves safe and move around the setting calmly. Children enjoy playing with their peers and completing activities. For example, they use tweezers to find hidden sea creature toys or to pick up and count pom-poms.

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need to do better?

n Leaders plan a curriculum that includes experiences across all areas of the early years foundation stage. Staff think carefully about what children will learn from the activities. For example, they plan to develop children's small muscles and mathematical skills through making play dough. Staff focus on progression, encouraging older children to follow the recipe. As a result, children continue to build on what they know and can do. n Staff focus on teaching children to identify emotions. They use stories and colours to help children recognise various facial expressions and body language. Furthermore, staff are sensitive to children's feelings. They often pick up on subtle cues that a child may need reassurance. They help them to express how they are feeling and think about what they need. By the time children leave for school, they can identify what causes them to feel key emotions. They show great awareness of how they react in different scenarios.

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need to do better?

n Each child's key person knows them well. They plan activities that build on what they can do. For example, staff use scarves to engage younger children in playing peekaboo. They progress to showing children how to play the same game with their peers to increase social confidence. This helps prepare children

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need to do better?

2 August 2022 for transitioning to the next age group. n Partnership with parents is strong. Staff develop two-way communication with parents about their child's achievements and interests. Parents say they get lots of ideas for home learning through the online learning diary. They appreciate the warm and friendly staff, who listen to their ideas. This helps to develop a joined-up approach to supporting children's learning. n Staff identify children who will benefit from extra support with communication and language. They plan small-group activities to develop children's understanding. For example, staff sing a range of action songs with children to help them identify body parts. Children smile as they find and move different body parts with increasing accuracy. This helps to raise children's self-esteem. n Children show motivation to learn. They talk about what they are doing. For example, they say they are making a train and digger with bricks. When

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need to do better?

encountering difficulties with connecting bricks, children keep trying. Most staff engage in purposeful interactions with children during their play. However, at times, staff ask questions that do not require children to think critically or fully engage in meaningful conversations. Therefore, these children do not become highly involved in discussions. n Children with special educational needs and/or disabilities are well supported. A dedicated member of staff liaises with outside agencies to ensure they receive the support they need. Leaders use funding wisely to help children achieve the best possible outcomes. All children make good progress from their individual starting points.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that all staff working with children are suitable and that mandatory training is up to date. Staff have a good knowledge of safeguarding. They know the procedures they should follow if they have any concerns about a child's welfare. Staff receive regular training, such as training on the risks relating to children being exposed to extreme views. Leaders encourage reflection and regularly check their understanding. Children play safely in a secure environment. Staff supervise them closely as they explore and develop their muscle control. Staff ensure they count children as they move between areas. They take a corresponding amount of scarves for children to hand back to them as they transition from outside. This helps to ensure all children are accounted for.

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should:

n support all staff to enhance children's conversational skills by encouraging them to think critically and engage in meaningful interactions.

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Setting details

Unique reference number 2530966 Local authority Bury Inspection number 10208459 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 43 Number of children on roll 68 Name of registered person Safari Kindergarten Ltd

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reference number

Telephone number 0161 7639976 Date of previous inspection Not applicable

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Information about this early years setting

Safari Kindergarten registered in 2019. The nursery employs 14 childcare staff. Of these, 10 hold recognised early years qualifications at level 2 and above. The nursery opens from 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 inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n Parents shared their views of the setting with the inspector. n Staff talked to the inspector during the inspection and she took account of their views. n The inspector completed a joint observation of a small-group activity with the deputy manager. n A sample of relevant documentation, such as training certificates, was viewed. n The manager gave the inspector a tour of the setting. The inspector viewed how the environment was set out to support learning and learned about the curriculum. n The inspector assessed the impact of the learning opportunities staff provide for children, including the quality of their interactions.

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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

2 August 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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