Setting EY448294

Report for childcare on domestic premises

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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 and babies arrive happily at the nursery and thoroughly enjoy the time they spend there. Staff know baby's individual needs well and how to best support them if they become upset. Babies are quickly soothed and benefit from the nurturing approach that staff provide them with. Older children build close bonds with their key person and enjoy involving them in their play.

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The provision is good

Children behave very well and staff provide them with clear expectations. Two- year-old children learn to wait for what they want. For example, they sensibly wait for their turn to put their photograph on the wall so that everyone can see who is attending. Pre-school children play together harmoniously and invite their friends to join in with their play.

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The provision is good

Children have positive attitudes to learning. They play imaginatively with the quality resources that staff make available to them. Babies persevere as they try to push objects through holes. Two-year-old children are imaginative and pretend that a banana is a musical instrument. Pre-school children decide to use bricks to make their chairs higher.

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The provision is good

Two-year-old children thoroughly enjoy listening to stories that staff read to them. They enjoy playing with puppets that represent characters from the story and talk about them. Pre-school children make predictions about what will happen next in the book and reflect on how the characters feel.

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need to do better?

n The manager has designed a curriculum that meets the learning needs of babies and children. For example, the staff working with two-year-old children identify key aspects of their language development to focus the teaching on. Children learn how to use positional language and respond well to instructions, such as putting the toy figure 'in' the kitchen or taking it 'up' the stairs. However, the manager has not developed the curriculum in all areas of children's learning, to identify the precise sequence of knowledge that children need to gain. This means that staff's planning for children's learning is not as precise as possible to fully support and extend their learning. n The manager and staff have a well-planned learning environment indoors that motivates children to play and make new discoveries. The outdoor environment is an exciting place for older children to learn. For example, they jump in

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need to do better?

puddles, carefully balance as they walk across tyres and practise their bowling skills during a game of skittles. Although the indoor learning environment is well planned to ensure that babies gain new skills, the outdoor space does not challenge them as well as possible.

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need to do better?

26 October 2022 n The manager and staff carefully review the progress that children make. Overall, they make good use of their observations of children to identify what they need to learn next. The manager and staff provide children with special educational needs and/or disabilities (SEND) with good support to ensure that their development needs are met successfully. They work well with outside agencies to implement targeted support for children. The manager makes good use of funding to ensure it has a positive impact for the children it is intended for. All children make good progress. n Staff provide children with a good range of opportunities for them to develop their confidence in their own abilities. Babies confidently pull themselves up to climb onto a low-level chair and then manoeuvre their bodies so that they are in a sitting position. Older children develop a strong sense of responsibility and

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need to do better?

learn to work as a team. Children eagerly volunteer to be monitors and confidently carry out their job, such as helping at snack time. n The manager and staff work closely with parents to provide continuity in children's care and learning. Parents speak very highly of the service provided. They feel very well informed about their children's progress and the ongoing support that staff provide them with. Parents appreciate the opportunities for children to bring books home to read together. n The manager reflects well on the service they provided. She closely monitors staff's teaching and the impact this has for children. She provides staff with effecting coaching to extend their teaching skills and knowledge of early years practice. Recent training helped staff to extend their skills when they use books with children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff have a secure knowledge of safeguarding children. They understand potential signs and symptoms that may indicate that a child is at risk of harm. They know how to make referrals to the local safeguarding partnership. This includes concerns about the conduct of a colleague. Staff complete thorough risk assessment to help keep children safe. They know how to prepare food to reduce the risk of choking and vigilantly supervise children. Staff take prompt action when they identify a new hazard. The manager follows rigorous vetting checks to verify the suitability of new staff. Staff carefully log details relating to children's attendance.

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should:

n enhance the curriculum to precisely identify the sequence of knowledge that older children need to fully support and challenge them in their learning

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should:

26 October 2022 n review and enhance the arrangements for babies' outdoor play experiences to provide them with a wider range of challenging learning experiences.

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Setting details

Unique reference number EY448294 Local authority Worcestershire Inspection number 10235817 Type of provision Childcare on 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 36 Number of children on roll 37

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reference number

Date of previous inspection 24 January 2017

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Information about this early years setting

Buttercups Day Nursery Ltd registered again in 2012. The nursery employs seven members of childcare staff. All staff hold appropriate early years qualifications 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 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 their children to learn. 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. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector carried out a joint observation of a group activity with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

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

26 October 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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