Holme Park Day Nursery

Inspection of Holme Park Day Nursery Holme Park Farm Lane, Sonning, Reading, Berkshire RG4 6ST

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Overall effectiveness Requires improvement

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

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The provision requires improvement

The quality of education is variable. Staff do not effectively plan a curriculum that provides challenge based on what the children already know and can do. Children have a positive attitude to learning and willingly take part in daily routines and activities. They enjoy familiar stories and songs. Staff ask questions of the children when reading. At times, these are asked in quick succession and children do not have the time they need to respond. Staff model language and use repetition for younger children. However, they do not consistently support children, particularly children with special educational needs and/or disabilities (SEND), to develop language skills to communicate their wants and needs. The new manager has clear aims of the provision she wants to offer children with SEND. These plans are in the very early stages.

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The provision requires improvement

Children form positive relationships with staff. They are warmly welcomed by staff as they separate from their parents. Babies have strong attachments to staff and are happy and settled. Children behave well and some children begin to build good relationships with their peers. However, staff do not always offer experiences for children who need support in building relationships and interactions with others. As a result, some children do not develop the social skills required to play and engage with their peers.

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The provision requires improvement

Children enjoy developing their physical skills in the garden. Staff encourage them to balance and climb on a range of equipment. Children show delight in making marks and join in well with craft activities, both inside and outside.

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need to do better?

n The newly appointed manager is taking positive steps to review practice and implement an ambitious curriculum for the children. However, this is not yet reflected in planning to support all children to make good progress. n The leadership team is beginning to implement change to assess staff skills and knowledge. However, this is not established enough to ensure that all staff have the skills and knowledge they need to support children to build on what they know and can do. n Children behave well. They demonstrate consistent levels of respect for their peers and staff. Staff support and guide children to resolve minor issues, and children are quick to return to play cooperatively with their friends. n Staff in the baby room support babies to effectively develop their physical skills. Babies begin to develop balance and coordination skills. Staff offer a helping hand, and a well-planned room provides opportunities for children to pull

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need to do better?

themselves up and cruise around the furniture. n The curriculum intent is not consistently understood and implemented by all

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need to do better?

13 April 2023 staff. Some activities lack purpose and staff do not review children's progress frequently to assess learning. n Key persons provide a great level of care for the children although they are less effective at supporting their learning. Some staff do not know the age and stage of the children well enough to offer support and challenge to build on what children need to learn next. n Not all children are supported to build the skills required to be prepared and ready for the transition to school. For example, staff do not have clear action plans in place for some of the children with SEND to support them to develop their communication skills effectively. n Staff promote children's healthy lifestyles well. Children benefit from nutritious meals that are reflective of their dietary needs. Staff ensure that children are kept safe during mealtimes. Children develop independence in their self-care

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need to do better?

skills, such as learning to use cutlery. n Parents speak highly of the care their children receive. They talk positively of the relationships staff build with children. They comment on the respect given to routines from home as children transition into the nursery. n The manager and leaders have created a culture of safeguarding that ensure staff know and understand their role and responsibilities to keep children safe. n Staff are happy, feel valued and well supported in their training towards qualifications. The manager meets with staff to review their health and well- being and is starting to observe practice and areas for development. However, this is not fully effective and targeted to support the needs of the children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know the whistle-blowing policy and how to raise concerns regarding conduct or allegations against staff. They know who to refer concerns to and how to escalate these. They have a good understanding of their roles and responsibilities to safeguard children. Staff understand the importance of early identification of children at risk. They can identify signs and indicators of abuse and procedures to follow to report concerns. They demonstrate their understanding of the 'Prevent' duty. Staff ensure risk assessments are completed daily, accidents are recorded in a timely manner and children are monitored closely to ensure that they are safe.

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Due date

13 April 2023 implement a well-planned curriculum that focuses on supporting all children, in particular children with SEND, to develop their communication and language skills 11/05/2023

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Due date

improve arrangements to monitor staff to identify the training and coaching they need to improve practice 11/05/2023

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Due date

develop an effective key-person system that supports the staff to identify and address the individual learning and development needs of children. 11/05/2023

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should:

n allow children enough time to receive information and formulate responses to questions asked.

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Setting details

Unique reference number EY339360 Local authority Wokingham Inspection number 10280371 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 35 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 01189 695545 Date of previous inspection 17 August 2017

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Information about this early years setting

Holme Park Day Nursery registered in 2006 and is located in Sonning, Berkshire. The nursery is open every weekday from 7.30am until 6.30pm, all year round, except for public holidays and the week between Christmas and New Year. There are 13 members of childcare staff. Of these, one holds qualified teacher status and seven hold appropriate early years qualifications at level 3. The setting is in receipt of funding for the provision of free early education for children aged two, three and four years.

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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 inspector spoke to parents during the inspection and took account of their written views. n The manager and inspector completed a learning walk together and discussed the curriculum. n The manager and inspector carried out a joint observation together to observe the quality of education. n The inspector talked to children and staff at appropriate times during the inspection and took account of their views. n The inspector tracked the experiences of children during their day at nursery. n The inspector reviewed relevant documentation that demonstrated the suitability of staff.

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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

13 April 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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