Giggles Nursery

Inspection of Giggles Nursery Springbank Community Resource Centre, Springbank Way, Spring Field Park, Cheltenham GL51 0LG

p.1

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

p.1

The provision requires improvement

Children receive a friendly welcome from staff as they arrive at the setting. Older children settle to play and eagerly seek out their friends. They hang up their coats and bags and warmly greet staff and visitors as they arrive. As toddlers enter, they begin to explore their environment immediately. Staff prepare enticing activities to engage children from the onset. For example, children and staff work together to build a house of cardboard bricks. Staff help children to retell a traditional story as they build. Children giggle as they pretend to blow down the house. They repeat well known refrains/phrases such as, 'I'll huff, and I'll puff and blow your house down'. Children demonstrate motivation at play, are kind to one another and behave well.

p.2

The provision requires improvement

Some babies and very young children are not as settled when they arrive. Once parents leave, they do not show the same secure attachment to staff that is evident elsewhere in the setting. Not all staff meet babies' emotional needs consistently or quickly enough. This means some of the very youngest children remain unsettled for much of the morning. Leaders meet with the staff regularly to discuss staff's responsibilities and to promote their well-being and professional development, but have not yet identified the weaknesses evident in the baby room.

p.2

need to do better?

n Babies and very young children have interesting and explorative activities prepared for them. However, as the session progresses a lack of organisation among staff means that toys almost entirely cover the floor. This means babies cannot walk or crawl freely. On occasions, babies cannot navigate around the toys on the floor. This means babies become upset and staff take too long to comfort them. Staff then become overwhelmed as they struggle to soothe them. n Leaders are passionate about the service they offer. They focus heavily on staff well-being to ensure staff are happy in their place of work. Staff receive ongoing feedback about their practice. However, inconsistencies in practice across the setting are not identified quickly enough. For example, how some staff respond to the youngest children's care needs and emotional well-being. n Children make good progress with their communication and language. Staff use

p.2

need to do better?

good strategies to build on children's vocabulary. Staff model language and introduce new words during play. For example, as children manipulate dough, they talk about what they are making, 'I am making a cloud'. Staff model this back, adding a word, 'you are making a big cloud'. Children and staff discuss size, shape, and quantity, building on their use of mathematical language. n Children with special educational needs and/or disabilities (SEND) are well supported. Staff with responsibility in this area work hard to meet children's learning needs. They engage well with external agencies, setting targets and

p.2

need to do better?

15 March 2023 monitoring children's progress. n Staff plan exciting activities for older children. These capture children's attention and encourage them to develop their critical-thinking skills. For example, exploring how water, oil and food colouring react when placed in a bowl together. As they watch the colours fizz to the top, children comment on what they see, 'it looks like rainbow lava'. Children watch the experiment with fascination and remain highly engaged. n Leaders have developed a well-sequenced curriculum. They consider what they want children to learn and how they will teach them. Staff know children well. They can share children's likes and dislikes. Staff prepare activities, based on children's interests, to build on what children already know. n Older children learn to give name to their feelings to help them regulate their emotions and behaviour. Children behave well. They understand the expectation

p.2

need to do better?

that staff have for their behaviour. When minor conflicts occur, staff deal with this calmly and sensitively. They gently redirect children and model the appropriate response. n Parents share how pleased they are with the progress children make. Parents comment that a key strength of the setting is the friendliness of the staff. Staff gather useful information when children start. They use this to plan activities and identify children's interests, cultural heritage, and routines at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders and staff have a good knowledge of safeguarding procedures. Staff can confidently identify the signs and symptoms of abuse. They know what process they should follow should they have a concern about a child. Staff and leaders can explain what steps they would take should an allegation arise about a member of staff. Safeguarding training is ongoing and receives a high priority. For example, staff have recently attended training on extremism and radicalisation. Staff help children learn how to keep themselves safe. For example, helping older children understand their body belongs to them.

p.3

should:

n review and improve the learning environment, ensuring it is free from clutter, to ensure babies and very young children have space to play and move freely n equip staff with the knowledge and skills they need to develop their practice for young children and babies n strengthen the key-person system to ensure that babies develop strong attachments, and their emotional well-being and care-giving practices are supported at all times.

p.3

Setting details

Unique reference number EY376436 Local authority Gloucestershire Inspection number 10280212 Type of provision Childcare on non-domestic premises

p.4

Registers

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

p.4

inspection

Total number of places 38 Number of children on roll 54 Name of registered person Desirable Childcare Limited

p.4

reference number

Telephone number 01242 574511 Date of previous inspection 14 August 2017

p.4

Information about this early years setting

Giggles Nursery registered in September 2008. It operates within the Springbank Community Resource Centre in Cheltenham, Gloucestershire. The nursery is open each weekday from 8am to 6pm, for 51 weeks of the year. The setting receives funding to provide early education for two-, three- and four-year-old children. The nursery employs 12 members of staff. Of these, seven hold a relevant childcare qualification at level 3 and two at level 2. The manager holds a relevant childcare qualification at level 3.

p.4

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 manager and has taken that into account in their evaluation of the provision. n Leaders and the inspector completed a learning walk together. Leaders shared with the inspector what they want children to learn and how they will do this. n The inspector and manager carried out a joint observation of a group activity in the pre-school room. n The inspector spoke to staff and children at appropriate times throughout the inspection. n The inspector observed the quality of education during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke to parents during the inspection and took account of their views.

p.5

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.5

Inspection activities

15 March 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.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6