Maebrooke Day Nursery

Inspection of Maebrooke Day Nursery Off Robinia, Kerria Road, Tamworth, Staffordshire B77 4EW

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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

Staff provide children with a warm and caring welcome. They build strong bonds with all the children who attend. Children show confidence to try new things and explore their environment with determination. This demonstrates they feel safe and secure. Children develop their understanding of the world around them as they go on bug hunts in the garden. They eagerly participate in the activity and share their excitement with their friends when they successfully find all the insects on their list.

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The provision is good

The staff know their key children well. They provide a range of resources to develop children's curiosity for learning and build on their interests. For example, children develop their imagination as they use cardboard boxes and blankets to build their den so they can sit in them with their friends to read stories together.

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The provision is good

Personal, social and emotional development is at the heart of the curriculum that staff provide for children. Staff weave this through the activities and experiences they plan for the children. Children show positive attitudes to their learning and become confident communicators. They proudly show visitors the toys they like and share what they enjoy the most about attending nursery.

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need to do better?

n Leaders and management support staff exceptionally well. Staff receive regular supervision meetings to discuss their key children, professional development opportunities and any personal or work-related concerns. Staff share they feel supported in their role. Management embed a culture where they value and include everyone in the decisions being made about what they want to provide for their children. n The nursery special educational needs and disabilities coordinator (SENDCo) is knowledgeable and committed to his role. Staff and the SENDCo act promptly when they have concerns about children's development. The SENDCo works effectively with parents, staff and other professionals to ensure appropriate target plans are in place for each child, to support them in making good progress. n In general, children behave well. Staff encourage children to listen and be kind to their friends. However, occasionally staff are not always consistent with their

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need to do better?

approach to behaviour management with younger children. For example, when staff observe children not behaving as expected, they are not always clear and consistent with the messages they give to children. Therefore, not all children consistently learn about the expectations for their behaviour. n Parent partnership is extremely effective. Staff use what they know about the child including their home life to tailor their care and education. Parents highlight they feel treated with an equal amount of compassion, kindness and

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need to do better?

25 April 2024 professionalism, and all staff place a high emphasis on getting to know each child's needs. Staff provide guidance and additional resources for parents to promote consistency with children's learning and development at home. n Staff support children to gain the appropriate skills in preparation for when they start school. Children read stories to learn about their emotions and how to manage these to help build their resilience and confidence. They develop their independence when dressing themselves to go out into the garden or when serving their food at mealtimes. n Teaching is good. Confident staff embed children's learning as they explore the range of activities. However, at times some less confident staff do not adapt their teaching to fully allow children the time they need to process questions and develop their thinking and problem-solving skills. For example, children enjoy making play dough and they each take it in turn to add ingredients into the

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need to do better?

mixing bowl. When the dough becomes too sticky, staff ask children questions to develop their understanding of how they might soften this. However, some staff are too quick to respond for children and do not always allow them the time they need to process the questions asked and help develop their skills even further. n Children enjoy their time in the garden. They access a range of physical activities to develop their skills, such as balancing on their bikes or climbing the steps to go down the slide. Children form friendships as they pretend to sell ice creams from their shop window under the climbing frame. Children giggle in delight as they choose their favourite topping and pretend to eat their ice cream.

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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 provide consistency with behaviour management for younger children to help them understand the expectations for their behaviour n support less confident staff to enhance their teaching skills to help children develop their problem-solving and thinking skills even further.

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Setting details

Unique reference number EY500119 Local authority Staffordshire Inspection number 10335225 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 57 Number of children on roll 48 Name of registered person Prince, Dale Austen

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reference number

Telephone number 01827 62996 Date of previous inspection 7 June 2018

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Information about this early years setting

Maebrooke Day Nursery registered in 2016. It opens from Monday to Friday from 7.30am until 6pm, all year round, except for bank holidays and the period between Christmas and New Year. The nursery employs 13 members of childcare staff, two of whom hold appropriate early years qualifications at level 6, one at level 4, six at level 3, two at level 2 and two unqualified. The nursery offers 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 provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children told the inspector about their friends and what they like to do when they are at nursery. n Staff spoke to the inspector during the inspection. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The manager showed the inspector documentation to demonstrate the suitability of staff. n Parents shared their views of the setting with the inspector.

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Inspection activities

n The inspector observed the interactions between staff and children. n The inspector carried out a joint observation with the manager.

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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

25 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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