Diggory's Day Nursery Limited

Inspection of Diggory's Day Nursery Limited The Village Hall, Southfield Lane, Beckingham, South Yorkshire DN10 4FX

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Staff have built positive relationships with children and their families. This supports children to feel confident and happy as they arrive at nursery. Children are eager to hang their belongings up safely. They enter the room and choose items they want to play with from a variety of resources set up by staff that cover all areas of early learning. Staff use children's interests and next steps to inform the environments they create, to support children to engage in play for long periods of time.

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The provision is good

On occasions, if children become upset, staff use these opportunities to talk about emotions. For example, when children line up to go on climbing equipment and another child pushes in, staff name the disappointment they see on the child's face. Staff provide a mirror and encourage children to pull different faces, to show emotions, such as cross or scared. This enables older children to talk to staff openly about how they feel. Staff encourage children's sense of self further, when they ask children to reflect on their day, what they liked about the morning and what they would like to do in the afternoon.

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need to do better?

n Staff and managers understand child development and what they want children to learn. They identify areas of focus from their ongoing assessments of children, to enhance their activities they offer to children. Managers plan to develop their resources to support children further with their mathematical learning, such as offering more number and shapes outside. n Staff support children to develop a love of reading. They encourage children at regular intervals to sit and read a book as well as at group times. Staff make reading purposeful and link this to the activities they have set up. All children are keen to get a book out and will take them to staff. Staff use different tones and sounds when they read to help to keep children's attention. Children sit calmly and listen to the stories. n Staff develop children's communication. They use repetition and single words with younger children. For example, 'tap, tap, tap,' as children make sounds with

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need to do better?

bricks. Staff use signs to support children to understand when they sing and children attempt to use these signs. Staff use frequent single words. They comment on what children do and name items that children use to introduce them to new vocabulary. Staff pause and ask skilful questions, to see if children will use the language they have been introduced to. n Staff support children to develop friendships with others. They prompt children to go over and join in with activities. Some children struggle to roll their sleeves up. Staff ask other children to help their friends. Children enjoy helping each other, so they can join in. Staff support children to take turns. They help children to understand when it is their turn to open a flap in a book and when they have

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need to do better?

17 January 2024 to wait for their friends to have a turn. Children say, 'my turn,' when asked whose turn it is next. n Staff support children to develop independence and give assistance to children who need it. Staff explain how to put on their coats and shoes. They use fun ways, putting their arms in their coats and flipping them over their head. Children are encouraged to take ownership of their own lunches. Staff tell them to take each item out of their lunch box and put it onto their plate. Children open their own packets, with helpful instructions from staff, such as 'pinch, pinch, pull'. n Staff remind children how to be kind to one another and intervene promptly when children make their friends unhappy. Some staff use praise to show children the type of behaviour they expect, for example they praise the 'beautiful manners' children use. However, in parts of the daily routine, some staff are not

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need to do better?

clear of what they expect of children. For example, when some staff lead group time, children shuffle about, turn around and play with toys, instead of listening to staff. n Staff have clear focus and intent within planned activities. For example, children learn about where sharks, worms and hedgehogs live while they play with dough. However, within children's free play choices, some staff do not consistently interact and support children to learn new things beyond what they already know.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to be consistent with their expectations, to ensure children understand how they are expected to behave n develop the consistency of staff interactions within free play activities to extend learning beyond what children already know.

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Setting details

Unique reference number 2648535 Local authority Nottinghamshire County Council Inspection number 10305134 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 19 Number of children on roll 25 Name of registered person Diggory's Day Nursery Limited

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reference number

Telephone number 07771743849 Date of previous inspection Not applicable

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Information about this early years setting

Diggory's Day Nursery Limited registered in 2021 and operates from Beckingham, Gainsborough. The nursery opens Monday to Friday all year round. Sessions are from 8am till 6pm. The nursery employs nine members of staff. Of these, two staff hold appropriate early years qualifications at level 2, four at level 3 and two at level 6. The nursery provides funded 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 their evaluation of the setting. n The manager and the inspector completed a learning walk together. They observed staff's teaching practice during activities. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector spoke with staff and children during the inspection. n The inspector completed a joint observation with the manager. n The inspector looked at relevant documentation and evidence of the suitability of staff working in the nursery. n The inspector spoke with parents/carers 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

17 January 2024 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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