The Syston Day Nursery

Inspection of The Syston Day Nursery 1096 Melton Road, Syston, Leicester, Leicestershire LE7 2HA

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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 supported to feel emotionally secure in staff's care. For example, when new children start in the baby room and they become unsettled, staff sing nursery rhymes to them. When staff do this children give them good eye contact, helping them to form bonds with staff and to settle quickly. Children are supported to persevere and keep trying when they attempt to complete tasks. For example, when children in the baby room struggle to attach construction toys together, staff show them how to do this. They encourage children to have a go themselves. Children are encouraged to show positive behaviour. For instance, three-year-old children are chosen to be helpers of the day. Staff remind them what their roles are, such as to get coats for their peers and to set out place mats at lunchtime. This contributes to giving children a sense of responsibility.

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The provision is good

Children in the toddler room are keen to engage in activities that staff plan to develop their memory. For example, staff hide toy animals under a blanket, take one away and ask children to remember what is missing. Children in the pre-school room are provided with opportunities by staff to follow their interests. For example, staff provide paper cups to enable children to revisit stacking them and to count the number they have used, supporting their counting skills.

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need to do better?

n The management team support staff to complete training courses that help to develop their knowledge of how to help children to display positive behaviour. From this training, they make changes to help children to join in during tidy-up time. This includes showing children a sand timer, giving them a visual prompt to let them know how long they have to tidy away toys. n The manager and staff place a strong focus on supporting children's communication and language skills. For example, staff encourage children in the toddler room to listen and to follow their instructions when the routine of the day changes. Staff in the pre-school room introduce new words to help children build on vocabulary. This includes naming equipment they have not used before, such as a mortar and pestle when children use this to try and squeeze juice from flower petals. n Staff support children to build on their literacy skills. For example, in the baby

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need to do better?

room when staff show children books, they ask the children to point to images they see on the pages. Staff offer children in the pre-school room activities to role play favourite stories. For instance, children pretend to make cups of tea for tigers. n The manager is aware that due to the impact of the COVID-19 pandemic restrictions, some children need further support with their independence and self-care skills. Therefore, staff help children in the baby room to feed

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need to do better?

16 May 2024 themselves, offering them a spoon to use. Children who are over the age of two years old are given a knife and fork to use to eat their meals. n The manager uses additional funding that some children receive effectively. For example, the money is spent on staffing to arrange for some children, including those with special educational needs and/or disabilities, to be taken for visits to the school they will be moving on to. This helps children to become familiar with the school environment and the teachers before they move on. n Staff who have key-person responsibilities know their key children well and what they need to learn next. However, this information is not shared fully across the staff team. At times, staff do not recognise how to best help some children with their learning. This means that children are not fully supported by all staff to practise and develop the skills they need to learn next.

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need to do better?

n Parents appreciate the information they receive from staff about their children's development. They say that children flourish in staff's care and develop confidence, independence and a love for learning. n Staff help children to learn about attractions in their local community. For example, staff take children to a local centre to join in gymnastics to help to develop their core body strength. Staff arrange for children to visit shops, such as an opticians, to help to prepare them for medical appointments.

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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 all staff to understand what each child needs to learn next, to enable them to build more effectively on children's learning.

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Setting details

Unique reference number EY499967 Local authority Leicestershire Inspection number 10335802 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 58 Number of children on roll 105 Name of registered person The Syston Day Nursery Limited

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reference number

Telephone number 0116 260 7933 Date of previous inspection 27 June 2018

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Information about this early years setting

The Syston Day Nursery registered in 2016 and is situated in Syston, Leicester. The nursery employs 19 members of childcare staff. Of these, 13 hold appropriate early years qualifications at level 3, one with early years professional status and one with early years teacher status. The nursery opens from Monday to Friday, all year round. 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, assistant manager and 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 and assistant manager. She reviewed relevant documentation and evidence of the suitability of staff working

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Inspection activities

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

16 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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