Karetakers Day Nursery

Inspection of Karetakers Day Nursery Drayton Road, Longton, Stoke-on-Trent, Staffordshire ST3 1EQ

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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 Requires improvement

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The provision requires improvement

Staff work well with parents and carers when children first start at the setting. For instance, they plan settling-in sessions for children to help them to feel safe and secure. However, although all children are assigned a key person, not all parents are aware of who their child's key person is. Furthermore, staff do not provide parents with enough information about their children's ongoing learning.

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The provision requires improvement

Staff build caring relationships with babies and children. For example, they sensitively greet them as they wake up from their sleep and regularly check their nappies to ensure their basic care needs are met. Children generally behave well when playing alongside their peers. Staff focus on their confidence and happiness. For example, they help children to practise and develop their self-help skills, such as modelling effective face and handwashing techniques. Even the youngest of children have opportunities to help to tidy up. They happily sit at the table and do well to feed themselves independently. This promotes their self-esteem. Consequently, babies show excitement as they proudly point to their eyes and nose to show that they know and understand the different parts of their bodies.

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need to do better?

n The manager has addressed the actions that were set at the last inspection. For example, she has made some changes to the curriculum to help to make children's learning more achievable. The curriculum design focuses on children being confident, self-assured, and independent learners to prepare them for school. n Overall, parents comment positively about the setting, including the friendliness of staff and happiness of their children. However, not all parents receive the same information about their children's progress. For instance, staff do not ensure that all parents know their children's specific developmental targets to further support their children's learning at home. n Staff demonstrate sound knowledge of child development, including the skills children need to acquire to progress to the next stage in their learning. They discuss what children know on entry and how the 'all about me' document helps

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need to do better?

them to learn about new children. However, not all parents are aware of who their child's key person is. This shows that when children transition to a new room, their key person does not do enough to establish good partnerships with parents. n Although there are some strategies in place to help staff to understand children's next steps in learning, staff do not always use these to guide their teaching. This does not help to promote consistency in children's learning, especially in the absence of their key person. n Children of all ages have opportunities to engage in risky play outdoors. For

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need to do better?

3 October 2023 example, older children cheerfully jump off a haystack, landing safely with two feet. They gain greater control of their gross-motor movements each time they repeat the action. n Generally, children's behaviour is managed well. For example, where teaching is stronger, children are taught to 'walk quietly' to ensure they do not disturb their sleeping peers. However, not all staff help children to gain an effective understanding of the impact behaviours can have on others. This includes helping children to understand when they might be at risk online. n Staff encourage children's communication and language skills, including those children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. For example, they say, 'ready, steady, go', to develop children's concentration and anticipation skills. However, staff do not always deliver activities effectively to maintain children's interest.

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need to do better?

Consequently, some children can become distracted and less engaged in their learning. n The manager is also the special educational needs coordinator. She works closely with key persons and other professionals to support children with SEND and those in receipt of additional funding. She identifies children's developmental needs early, and she ensures that funding is spent appropriately. For example, children learn about the world around them as they watch chicks hatch from eggs. n Recruitment procedures ensure that all staff employed are suitable to work with children. For example, long-term staff complete annual declarations to declare their ongoing suitability. The manager completes supervisions to provide staff with an opportunity to discuss children, as well as any future training needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff are knowledgeable about child protection and safeguarding. Staff benefit from training and questionnaires to remind them of their roles and responsibilities. They have a secure understanding of the correct procedures to follow should they have concerns about a child's welfare, including how to whistle- blow. The manager monitors children's accidents to identify any patterns of concern. Daily risk assessments are in place. For example, staff remove some outdoor equipment to ensure that young children can play safely. They demonstrate secure knowledge of safer sleeping procedures, and they supervise and check children.

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Due date

3 October 2023 improve partnerships with parents to ensure all parents are aware of who their child's key person is and what their next steps in learning are. 31/10/2023

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should:

n build on existing strategies to strengthen staff knowledge of children to ensure children continue to make progress in the absence of their key person n develop the organisation and delivery of some activities to strengthen all children's learning and engagement n help children to gain an effective understanding of the impact behaviours can have on others, especially when using online technology.

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Setting details

Unique reference number 224654 Local authority Stoke-on-Trent Inspection number 10282354 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 104 Number of children on roll 64 Name of registered person Karetakers Private Day Nursery Limited

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reference number

Telephone number 01782 331167 Date of previous inspection 8 February 2023

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Information about this early years setting

Karetakers Day Nursery registered in 1994 and is in Longton, Staffordshire. The nursery employs 12 members of childcare staff, nine of whom hold appropriate early years qualifications from level 3 to level 5. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30 until 5.30pm. 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 second routine inspection the setting 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 and the inspector completed a learning walk. n The inspector carried out a joint observation with the manager. n The inspector observed the interactions between staff and children throughout the day and evaluated the impact on children's learning. n The inspector held discussions with the manager, staff, and children at appropriate times during the inspection. The inspector considered the views of parents gained through discussion. n Relevant documentation was reviewed by the inspector, including evidence of the suitability of those working with children.

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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

3 October 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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