Walmgate Day Nursery

Inspection of Walmgate Day Nursery Walmgate Day Nursery, 34 Walmgate, YORK YO1 9TJ

p.1

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 Not applicable

p.1

The provision requires improvement

The curriculum is not clear across each room within the nursery and some staff are unsure of what they want children to learn. For instance, toddlers wander around the room and staff spend a lot of time organising outdoor play. Staff who work in pre-school struggle to set clear boundaries for behaviour. This has an impact on some children's engagement in learning. In addition, older children do not benefit from working with their key person consistently. In contrast, babies benefit from spending time with staff, who model new words to them through stories and songs. Overall, staff are aware of children who have a delay in their learning. However, teaching is not focused enough to help them make consistent progress, particularly in their communication and language development.

p.2

The provision requires improvement

Children are happy to attend the nursery and most have close relationships with their key person, when they are available. This helps them to feel safe and secure. Staff who work with babies are very knowledgeable about their care needs and meet them effectively. Toddlers and older children show confidence and are keen to join in with activities. The manager and staff team communicate well with parents. They have started a lending library to encourage children to enjoy stories at home. Staff provide a detailed handover when parents collect their children. This helps to promote continuity of care.

p.2

need to do better?

n The manager has not fully embedded a clear curriculum for staff to follow. This means teaching is inconsistent and lacks purpose for some children. For example, the manager has identified some toddlers require support to develop their communication and language skills. However, staff leave them with dummies in their mouths and disrupt those children who are engaged in a rice activity, to check if they want to play outdoors. n Older children show excitement to learn and enjoy stories. Staff support them to develop their mark-making skills and provide them with colouring materials. However, on occasion, staff struggle to manage children's behaviour effectively and this has an impact on some children's learning. For instance, some staff bribe children with rewards of outdoor play as opposed to helping them understand consequences and boundaries. n Children learn how to stay safe and manage small risks. For instance, staff

p.2

need to do better?

gently remind them to hold onto the rail when walking downstairs and provide support effectively. Outdoors, toddlers use equipment to balance on and learn to take care in case the resources are slippery. They show enjoyment as they play with the dinosaurs and mud kitchen. n Staff consistently meet children's care needs and ensure they are safe, warm and settled. Despite the weaknesses in the key-person system, children are

p.2

need to do better?

10 January 2023 happy to approach staff and include them in their play. Babies benefit from staff who follow their individual routines. They have a safe and cosy space to sleep and enjoy cuddles as they have their bottle. n Children enjoy opportunities to develop their physical skills and benefit from fresh air outdoors. However, staff do not consistently promote children's developing self-help skills and independence. For instance, older children are not provided with knives to cut their food up and toddlers are not encouraged to try and put on their own coats. In addition, children wait for extended lengths of time when waiting for lunch, which some children find difficult. n Staff say they are happy in their role in the nursery and feel supported by the manager. They have access to a range of professional development opportunities to help develop their skills. Parents are happy with the care their

p.2

need to do better?

children receive. They say staff are helpful, friendly and communicate well with them. n The manager and provider work hard alongside the staff team to make improvements. They have established effective partnerships with the local authority and have clear action plans in place to make changes which benefit children. The manager continually provides staff with feedback to help them evaluate and reflect on their practice.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The provider and the manager prioritise children's safety. They provide staff with a range of training to ensure their child protection knowledge is secure. Staff confidently discuss different types of abuse and potential signs. They know how to record and report concerns about children's and families' welfare. The manager, who is the designated lead for safeguarding, has a clear understanding of what to do if an allegation is made against a member of staff. Recruitment procedures are robust. For example, the manager obtains references and ensures staff have a Disclosure and Barring Service check before they are left unsupervised or change children's nappies.

p.3

Due date

10 January 2023 improve the curriculum for children and develop staff's understanding of how to plan challenging experiences, which help children to build secure foundations for future learning, particularly in their communication and language skills 16/03/2023

p.3

Due date

improve the key-person system to ensure that children's learning is tailored to meet their individual needs, so they can make the best possible progress 16/03/2023

p.4

Due date

develop staff's understanding of how to effectively support children's behaviour, ensuring strategies are clear and consistent. 16/02/2023

p.4

should:

n enhance the ways staff use information on children's specialist support plans to promote continuity and consistency in their learning n consider ways to enhance opportunities for children to further develop self-help skills and shorten waiting times, particularly at mealtimes and when preparing to go outside.

p.4

Setting details

Unique reference number 2697150 Local authority York Inspection number 10267415 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 42 Number of children on roll 60 Name of registered person Walmgate Day Nursery Ltd

p.5

reference number

Telephone number 01904 733833 Date of previous inspection Not applicable

p.5

Information about this early years setting

Walmgate Day Nursery re-registered in 2022. The nursery employs 12 members of childcare staff. Of these, 11 members of staff hold appropriate early years qualifications at level 2 or above and one staff member is an apprentice. The manager has a degree in early childhood studies. The nursery opens from Monday to Friday all year round, except for a week at Christmas and bank holidays. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. 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 setting and has taken that into account in her evaluation of the setting. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n A joint observation was completed by the manager and inspector, indoors and outdoors during activities with children. n The inspector held a discussion with the manager in relation to the leadership and management of the nursery. She looked at relevant documentation, such as evidence of recruitment, staff's qualifications and their suitability to work with children. n The inspector spoke to parents and obtained feedback for the inspection.

p.6

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.

p.6

Inspection activities

10 January 2023 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7