St John's Nursery - Heath Hayes

Inspection of St John's Nursery - Heath Hayes St. Johns Church Hall, Hednesford Road, CANNOCK, Staffordshire WS12 3DZ

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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 Good

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The provision is good

The manager is aware of the ongoing impact the COVID-19 pandemic is still having on children's speech and behaviour. Consequently, staff focus on developing children's language and social skills throughout the day. For example, staff use 'communication screening tools' to highlight where additional support may be needed. This ensures that no child gets left behind in their learning. Generally, staff manage children's behaviour well. They have attended behaviour training and create focused intervention plans to strengthen children's behaviour.

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The provision is good

Staff know children well. This means they are extremely aware of how to best meet their individual needs and keep them safe. For instance, when children with special educational needs and/or disabilities (SEND) feel overwhelmed, staff help them to move on in their routine. Where possible, children benefit from one-to-one support with key persons. This supports their emotional development and ongoing happiness.

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The provision is good

Staff provide children with opportunities to develop their fine and gross motor skills, while also developing their imagination. For example, children explore different movements as they dance around with ribbons. As they engage in sand and creative play, staff ask them questions and model actions, such as mixing the sand 'round and round' in a bowl. This encourages children's positive relationships with key persons. Parents and carers are delighted with the bonds their children form with staff and the support they receive to continue children's learning at home.

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need to do better?

n The manager has appointed two special educational needs coordinators to ensure looked after children and those with SEND are well supported. They have introduced a 'communication passport' which contains important information about individual children. This helps staff and students to understand the needs of those who cannot communicate easily. Staff demonstrate good knowledge of the referral process, and they ensure children get timely support when needed. n Children remember long term what they have learned. For example, they talk about their experiences during play, and enthusiastically sing the tidy-up song as they put away their toys. Parents comment on how their children copy the activities staff provide them when at home, such as looking for items beginning with the letter 't'. This shows the positive impact teaching has on children's learning. n Staff confidently liaise with previous settings that children have attended, and

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need to do better?

they find out what the future schools expectations are for children's learning. This information helps staff to plan the setting's curriculum, ensuring children

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need to do better?

23 April 2024 continue to make good progress from their starting points and acquire the vital skills to be school ready. n Funding is used appropriately to meet the needs of children from disadvantaged backgrounds. For instance, the manager provides children with extra sessions to promote consistency for some children all year round. n Staff use a range of methods to share information with parents, including face- to-face feedback, online assessments, and newsletters. Parents speak highly of the setting, including how well children progress in their development, particularly in their communication skills. n Staff often sing and use visual aids to help children to understand what is happening 'now' and what is going to happen 'next'. This positively reduces children's anxiety about transitions. n Staff acknowledge that some boys in the group find it hard to concentrate, and they identify when their energy levels and enthusiasm needs re-directing.

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need to do better?

However, at times, routines and methods of teaching do not fully help these children to better concentrate. This impacts on their attitudes to learning. n Children enjoy doing things for themselves, such as collecting their own lunch box at lunchtimes and having the opportunity to make simple choices for what they want to play with. However, they do not consistently have opportunities to develop their independence. For example, staff open food wrappers for them, and they serve them their toast. This does not help children to make rapid progress in this area. n Highly motivated staff talk proudly of their close-knit team. For example, they expressively comment on the support they receive, including how they have personally grown in self-confidence because of the setting. They say the manager really values their opinions and cares about their mental health. Furthermore, staff and students widely benefit from a range of opportunities to

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need to do better?

upskill, such as attending staff meetings, where staff members cascade back what they have learned through training.

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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 help staff to reflect on practice, taking into consideration the energy and engagement levels of boys to better promote their concentration skills n support staff to recognise and make better use of opportunities to help children to develop their independence and self-help skills.

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Setting details

Unique reference number EY348202 Local authority Staffordshire Inspection number 10335440 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 36 Number of children on roll 53 Name of registered person St John's Nursery-Heath Hayes (2006) Ltd

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reference number

Telephone number 01543 450 740 Date of previous inspection 15 June 2018

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Information about this early years setting

St John's Nursery - Heath Hayes registered in 2007. The nursery employs nine members of childcare staff. Of these, three hold an appropriate early years qualification at level 6, one holds a level 4 and five hold a level 3. The nursery opens from 9am to 3pm, Monday to Friday, term time only. It 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 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. n The manager and the inspector completed a learning walk. n The inspector viewed the provision and discussed the safety and suitability of the premises with the manager. n The inspector carried out a joint observation with the manager. n Both of the special educational needs coordinators spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The views of parents were considered by the inspector, through verbal discussions and emails. n The inspector held discussions with the manager, staff, and children at

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Inspection activities

appropriate times during the inspection. 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

23 April 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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