Mel's Totstop Day Nursery

Inspection of Mel's Totstop Day Nursery Rosecliffe, Rossall Close, Bottesford, SCUNTHORPE, South Humberside DN16 3QT

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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

p.1

The provision requires improvement

Children enjoy regular outdoor play. They push themselves along on wheeled toys, moving around obstacles. They run up and down the different surfaces and hills. They keep trying when it is difficult, to push a reel up the hill. They delight in their own achievement as they watch it roll back down. These activities help children to make good progress in developing their large-muscle skills. However, there are no two-wheeled or pedal bicycles available. This does not challenge the most able children.

p.2

The provision requires improvement

Weaknesses in assessment and planning mean that learning opportunities do not build on what children already know and can do. Staff do not consistently extend children's learning, for instance through thoughtful questioning. They ask children questions that need a limited answer, such as, 'What colour is it?' This does not help to develop children's thinking skills. As a result, children do not make the best possible progress of which they are capable. Despite these weaknesses, children concentrate well on activities they choose for themselves.

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The provision requires improvement

Since the pandemic, the provider has noticed that more children need extra support with their personal, social and emotional development. To support this, they ensure all children have a named key person. However, staff are not consistently available to support children's individual emotional needs. As a result, children become upset and sometimes hurt their friends.

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need to do better?

n Since the last inspection, there have been significant changes to the staff team, including the management of the setting. The current manager and deputy manager have identified some of the things they want children to learn and be able to do, from their time at the setting. However, they are still in the process of developing their educational programme and of ensuring that all staff understand this. Consequently, the quality of teaching is not yet good. n Staff provide a range of enjoyable activities. However, these are not planned to build on what children already know and can do. For example, whole-group, adult-led activities are not adapted to meet children's individual learning needs. Children become disengaged and do not get the most out of these learning opportunities. n Children enjoy finding insects in the garden. Staff explain that they must be gentle. This helps children to understand that they must care for living things.

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need to do better?

However, staff do not use the opportunity to teach children more about the world around them. For example, they do not describe the insects or discuss where they live. Therefore, children's learning is not supported as fully as possible.

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need to do better?

30 September 2022 n Staff help children to learn new words through stories and singing. However, staff do not give children enough time to think and respond to questions. Teaching strategies are not consistently put in place. For example, staff tell the inspector that they use visual cue cards to help children's developing understanding. However, these are not used during the inspection. This does not give children the best possible support to develop their thinking, communication and language skills. n Staff's management of children's behaviour is not consistent. For example, when children find it difficult to share, staff spend time with them and explain how this might make their friends feel. However, during busy times, such as when preparing for mealtimes, the pre-school room becomes disorganised. Staff are not available to support children's conflicts. Consequently, children become frustrated and hurt their friends.

p.2

need to do better?

n Staff encourage children to develop their independence. Babies are supported to scoop fruit from the bowl at snack time. Older children scrape their leftovers into the bin and wash their hands after eating. Staff do not always ensure tables are wiped before children sit at them for meals. This does not promote children's good health. n Parents know who their child's key person is. Staff tell them about their child's day when they collect them. However, parents are not told about their child's learning and development. The setting does not help parents to understand how they can support their child's learning at home. n Staff receive induction training and complete mandatory courses, such as paediatric first aid, in a timely manner. However, the manager and deputy have not yet put in place their plans to observe staff's practice and provide them with feedback. The manager has a good understanding of the weaknesses at the

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need to do better?

setting and is working with the local authority early years development team, to improve the quality of education provided.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The manager checks the suitability of new staff to work with children. She ensures they all receive induction training, which includes learning the setting's safeguarding policies and their health and safety procedures. Staff have a good awareness of the things that might indicate a child was suffering abuse or neglect. They know the correct procedures to follow should they have any such concerns about a child. They know they can ask the designated safeguarding lead for support and advice. Staff understand the role of the local authority designated officer and know what to do if an allegation was made against an adult working with children.

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Due date

construct an educational programme that is planned and sequenced to promote children's learning and development, and ensures they have the skills they need for the next steps in their education 02/12/2022

p.4

Due date

ensure staff consider the individual needs, interests and developmental stages of all children when planning and delivering activities, so they are appropriately challenging 02/12/2022

p.4

Due date

improve staff's understanding of how to support children's communication and language development 02/12/2022

p.4

Due date

ensure staff have the time and ability to consistently support children to manage their own feelings and behaviour 02/12/2022

p.4

Due date

put in place effective hygiene practices that promote the good health of children 02/12/2022

p.4

Due date

provide parents with information about their child's learning and development, including how they can support these at home. 02/12/2022

p.4

should:

n support staff to develop their ability to make the most of opportunities, as they arise, to further extend children's learning n put in place plans to provide staff with feedback on their practice, and offer coaching opportunities to continually improve the quality of education provided.

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Setting details

Unique reference number EY415454 Local authority North Lincolnshire Inspection number 10253004 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 41 Number of children on roll 83 Name of registered person Mel's Totstop Limited

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reference number

Telephone number 01724851333 Date of previous inspection 11 September 2018

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Information about this early years setting

Mel's Totstop Day Nursery registered in 2010. It is located in Bottesford, Scunthorpe. The nursery employs 11 members of childcare staff. Of these, seven hold appropriate early years qualifications at level 3 and above, and two hold qualifications at level 2. The nursery opens from Monday to Friday, all year round, except for bank holidays and one week at Christmas. 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 of the setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to/communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual, who is also the manager, about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The inspector carried out a joint observation of a group activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector 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

30 September 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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