YMCA Winchester House Day Nursery and Daycamps

Inspection of YMCA Winchester House Day Nursery and Daycamps Winchester House, Sandown Road, Shanklin, Isle of Wight PO37 6HU

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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

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The provision requires improvement

Children enjoy their time at the setting. They arrive happily and eager to play. Children develop secure relationships with staff. They are keen to share their news as staff listen intently and respond with interest. Staff meet babies' basic needs with nurture and sensitivity. For example, staff recognise when young children are sleepy. They provide cuddles and soothing reassurance as babies drift off to sleep. This helps children feel safe and secure.

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The provision requires improvement

Children have lots of opportunities to develop an understanding of basic mathematical concepts. For instance, older children learn to count to correspond to the value of ten as they count seeds. Staff introduce simple addition such as 'more' or 'less'. Children explore shape and size. Staff encourage children to think critically. For example, children explore why their gloves will not fit an adult. They discover that their glove is 'too small' for the adult and that the adult's hand is 'too big'. However, teaching is inconsistent and children do not benefit from a strong curriculum across all areas of learning.

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The provision requires improvement

Children form strong friendships. They show confidence and kindness as they play alongside or interact with others. Children learn about right and wrong and remind each other to share during play. They are eager to learn. However, some focused activities do not provide suitable challenge for those who need it. This has an impact on children's behaviour and learning.

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need to do better?

n The manager and staff have a clear vision on what they want children to learn during their time at the nursery. This takes into account children's prior experiences and interests. However, systems to monitor staff practice are not robust. Staff do not receive the coaching and support to ensure the quality of teaching is consistently good. This means that activities are not always suitably ambitious for all children. As a result, some children disengage and wander off. This has an impact on the level of progress children are able to make. n The support children receive to develop their early communication skills is variable. Older children have lots of opportunities to develop their speech and language. Staff working with older children model language well. For example, they adapt their communication to reflect the needs of individual children. However, younger children do not benefit from the same level of quality of

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need to do better?

interactions. At times, staff miss younger children's attempts at communication as staff talk amongst themselves. At other times, staff participate in children's play but only communicate through gestures. Furthermore, managers do not ensure all staff have an appropriate understanding and use of English. This limits children's exposure to language.

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need to do better?

20 January 2023 n Children are curious and learn about the world around. For instance, older children show an interest in seeds as they cut and investigate fruit during snack time. Staff follow children's interests and ask questions to test what children already know. Children fully explore the seeds as they taste them and discuss what seeds need to grow. They then find their own containers and plant the seeds, using new vocabulary such as 'germinate'. This helps children make connections with the world around them. n Staff provide opportunities to develop children's independence skills and resilience. Staff encourage children to have a go when they find tasks difficult. For example, children show great perseverance as they attempt to zip up their coats. They pour their own drinks and make frequent choices. They learn how to keep themselves safe as they use knives and scissors to cut materials with care.

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need to do better?

However, staff do not always promote good hygiene routines, such as regular hand washing and wiping of noses. This limits children's understanding of keeping themselves healthy. n Partnership working is effective. Parents report that they are very happy with the care and education that their children receive. They comment on the advice and support on matters such as sleep, and the positive impact this has had. Children with special educational needs and/or disabilities (SEND), are well supported to make progress. Staff work in partnership with parents and professionals to implement detailed education plans. Staff use assessment effectively to identify and action early intervention for those who need it most. As a result, children with SEND are catching up with their peers.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and her team have a secure understanding of how to keep children safe from potential harm. Staff are able to identify the signs and symptoms that may indicate a child welfare concern. This includes extreme views and behaviours. Safeguarding policies and procedures are robust and fully understood by staff. They understand referral systems and how to escalate concerns should they need to. This includes allegations against adults. The manager and her team demonstrate a good understanding of risk assessment and ensure all activities and areas of the premises are safe.

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Due date

20 January 2023 plan ambitious and engaging experiences that reflect children's individual learning needs, interests and stage of development, enabling them to fulfil their full potential 28/02/2023

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Due date

provide children with quality interactions that promote and support their developing communication and language skills, including communicating with younger children during routine and focused activities 28/02/2023

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Due date

strengthen systems for monitoring the quality of teaching and identify learning priorities for staff in order to drive improvement 28/02/2023

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Due date

strengthen hygiene practices and routines to ensure children learn how to keep themselves healthy 28/02/2023

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Due date

ensure that all staff working with children have sufficient understanding and use of English to ensure the well- being of children. 14/02/2023

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Setting details

Unique reference number EY337340 Local authority Isle of Wight Inspection number 10269567 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 56 Number of children on roll 45 Name of registered person YMCA Fairthorne Group

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reference number

Telephone number 01983 862441 Date of previous inspection 14 November 2019

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Information about this early years setting

YMCA Winchester House Day Nursery and Daycamps registered in 2006. It operates within YMCA's premises in Shanklin, Isle of Wight. The nursery is open each weekday from 7.30am to 6pm, for 51 weeks of the year. The day camps are open each weekday from 8am to 6pm during school holiday periods only. There are nine staff employed who work directly with the children, seven of which hold a relevant childcare qualification. The manager is level 6 qualified. The nursery receives funding to provide free 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 her evaluation of the provider. n The managers and the inspector completed a learning walk together of all areas of the provision and discussed the early years curriculum. n The inspector talked to staff and children at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out joint observation with the manager. n The inspector spoke to parents during the inspection and took account of their views.

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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

20 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.

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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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