Smartie Land Ltd

Inspection of Smartie Land Ltd West Susacres, Brearton, Harrogate, North Yorkshire HG3 3DE

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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

There is an effective key-person system in place which ensures that children are happy and settled. Staff provide settling-in sessions that take account of children's individual needs. They also support children well when they are moving to another room within the nursery. Parents are involved in these transitions. Staff take time to find out what children enjoy and can do before they start. They display photos of children's families at low levels within each of the playrooms. This helps to give children a sense of belonging.

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The provision is good

Staff plan activities and experiences carefully around each child and to build their previous knowledge. This helps to ensure that children make good progress. Staff know their key children well and support children's well-being and emotional needs. Children behave well and remain engaged in activities for long periods of time.

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The provision is good

Staff make sure that children have access to a broad curriculum. Children learn about the life cycle of a caterpillar and enjoy looking at chrysalises, eagerly waiting for butterflies to emerge. Staff support children to enjoy nature and the countryside they are surrounded by. During children's play, staff talk to them about insects. For example, staff explain what ladybirds like to eat and where they might find them. This supports children to take an interest in nature and the natural world around them.

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need to do better?

n Managers use additional funding effectively to support children further. For example, they provide climbing frames to support children's physical development. This also supports children to assess risks and consider if it is safe to jump off. Staff have a clear understanding of how to support children with special educational needs and/or disabilities (SEND). They put individual plans in place. Staff support children with SEND well throughout the day. For example, they spend time one to one with children to help them to regulate their emotions away from larger groups. n Overall, staff embed routines of the day well. For example, children know they need to wash their hands before lunch and where they wait to go into the dining room. However, at times, staff expect children to wait for extended periods of time. This results in children becoming restless and not being fully engaged in their learning. n Parents are complimentary of the nursery. They are particularly happy with the

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need to do better?

progress their children make and feel their children are well prepared for school. Staff keep parents informed about what their child has done throughout the day through an online app. Parents explain how they enjoy looking through these photos at home and use them to discuss their child's day.

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need to do better?

24 May 2024 n Staff embed golden rules throughout the nursery and support children to understand how to behave. Children demonstrate high levels of respect for each other and take turns with resources. Staff encourage and support children to tidy away once they have finished playing. This teaches children to have respect for the toys. n Children's communication and language skills are generally well supported. Staff use a range of simple sign language to ensure that children understand. For example, staff clearly sign when an activity has finished, and it is time to tidy away. However, they play nursery rhyme music in the background throughout the morning. Staff have not considered how this impacts on babies' communication and language skills. For example, this provides lots of background noise and makes it harder for babies to hear speech. n Children learn about the wider community and a range of job roles. Staff invite

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need to do better?

visitors from a variety of professions to the nursery. For example, the fire brigade came to the nursery to teach children about fire safety and their role. An accountant has also visited the nursery. They talked to children about different types of money and supported early counting skills. n Staff support children's independence and self-help skills. Children learn to cut their own food with a knife and fork. Pre-school children serve themselves. Self- care stations are available within each room for children to wipe their own noses. This all supports children to be independent in their own self-care. n There is a strong management team in place, who is aware of the pressures and demands of staff's role. It ensures that staff feel valued in their role and that they have access to a range of training opportunities. Managers regularly observe staff's practice. They offer feedback on their strengths and areas for

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need to do better?

development. As a result, staff say they feel well supported.

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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 review group activities and daily routines to ensure that children are not waiting for extended periods of time and maximise their learning opportunities n promote babies' communication and language skills further, such as by reviewing the use of background music.

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Setting details

Unique reference number 2658883 Local authority North Yorkshire Inspection number 10339496 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 62 Number of children on roll 89 Name of registered person Smartie Land Ltd

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reference number

Telephone number 01423 456789 Date of previous inspection Not applicable

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Information about this early years setting

Smartie Land Ltd registered in 2022 and is located in Harrogate. The nursery employs 23 members of staff. Of these, 13 staff, including the managers, hold qualifications at level two or above. The nursery opens all year round, 7.30am to 6pm, Monday to Friday. 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 nursery 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 nursery. n The inspector viewed the nursery and discussed the safety and suitability of the premises. n The managers joined the inspector on a learning walk and talked about their curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual and managers about the leadership and management of the nursery. n The special educational needs coordinator 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 on children's learning.

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Inspection activities

n The inspector observed the interactions between staff and children. n The inspector carried out a joint observation of an activity with the managers. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

24 May 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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