Paper Moon Day Nursery

Inspection of Paper Moon Day Nursery 104 Boultham Park Road, Lincoln, Lincolnshire LN6 7TH

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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

Children are shown respect and their voices are heard in the nursery. For instance, staff ask them to form a council and to share their ideas of activities they would like to do. When children request waffle tasting, staff offer them this to encourage them to try different foods. Younger children in the toddler room develop a love of books, sitting with staff to listen to favourite stories. They are excited to see familiar characters in the story and shout 'a bear'.

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The provision is good

Children show kindness and are supported to share. For example, when children in the toddler room play with bubble mixture, staff ask them if they will pass some of the mixture to their friends. Children in the pre-school room are asked to use sand timers to give them a visual prompt when it is time to let another child play with toys. Children in the pre-school room have opportunities to learn how to use tools safely. When they play with toy hammers and drills, they are asked to wear safety goggles. Staff help them to understand that the goggles help to stop things from hitting them in their eyes. This contributes to children's understanding of how they can keep themselves safe.

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need to do better?

n The manager and staff plan and implement a curriculum that helps children to progress in their learning. One example of this is to encourage children to be independent. In the toddler room, children are asked to wipe their noses. They proudly say, 'I did it,' when they complete this on their own. In the pre-school room, children are asked to serve their lunch, helping them to manage portion sizes. n Overall, staff support children's language skills well. For example, they use some sign language to help children understand the words they use. However, staff provide fewer opportunities in the toddler room for children to practise and extend their developing language through high-quality back-and-forth interactions. n Staff support children who speak English as an additional language to have a sense of belonging in the nursery. For example, they sing songs in children's home language and use words that children hear at home in their play. This also

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need to do better?

contributes to other children learning a new language. n The manager uses additional funding that some children receive effectively to support their individual needs. For example, this helps to provide one-to-one support from staff to implement specific targets for children with special educational needs and/or disabilities. Equipment is purchased to provide a cosy space for children to go to help them regulate their behaviour. n The manager is passionate and dedicated to providing good-quality care and education. The staff value her commitment to their professional development

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need to do better?

11 April 2024 and well-being. Staff attend some relevant training that is helping to secure improvements to the delivery of the curriculum. However, monitoring of staff's practice, particularly in the toddler room, is not yet robust enough to help them further improve all areas of their educational practice to consistently high levels. n Staff share information with parents about their children's development. They support parents to continue their children's learning at home. This includes providing them with activities to encourage children to dress and undress themselves in readiness for physical exercise when they move on to school. n Staff actively promote positive behaviour. For example, in the pre-school room, they give children soft toy bears to take home when they show good listening. Children are asked to be 'helpers of the day'. They are responsible for completing tasks, such as to stand at the front of a line in preparation to go

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need to do better?

outside and to open the door for their friends. n Staff follow children's interests and use this to promote aspects of their learning, such as their literacy skills. For example, when children like to look at traffic through a window, staff provide them with paper and pencils to write a tally of the different vehicles they see.

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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 more closer monitoring of staff's practice, particularly in the toddler room, to ensure that the curriculum for communication and language is delivered consistently well, so all children benefit from high-quality back-and- forth interactions.

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Setting details

Unique reference number EY272011 Local authority Lincolnshire Inspection number 10335778 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 34 Number of children on roll 47 Name of registered person Paper Moon Nurseries (Mansfield) Ltd

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reference number

Telephone number 01522 560562 Date of previous inspection 27 June 2018

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Information about this early years setting

Paper Moon Day Nursery registered in 2004 and is situated in Lincoln, Lincolnshire. The nursery employs 10 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday, all year round, except for one week at Christmas and bank holidays. Sessions are from 7.30am until 6pm. 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 provider. n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed how the manager implements the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager. She reviewed relevant documentation and evidence of the suitability of staff working in the nursery. n Parents shared their views on the nursery with the inspector.

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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

11 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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