Shotton Children's Centre

Inspection of Shotton Children's Centre Children's Centre - Shotton Primary School, Grange Terrace, Shotton Colliery, Durham DH6 2JP

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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 very happy in this friendly and caring nursery. They settle quickly and come in happily. Children develop excellent relationships. For example, babies seek out their key person when they are tired and snuggle in for a cuddle. Staff have a very close relationship with parents. They respond on a daily basis to children's individual needs and adjust their routines accordingly. For example, when children are tired, staff offer them an earlier sleep and make sure that they have time to wake up before eating their lunch. Parents comment that staff really care for their children. Parents love it when the staff share their enthusiasm when children take their first steps or first words.

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The provision is good

Staff have good procedures in place to keep children safe. For instance, there are electronic doors to prevent children leaving the premises. Staff talk to children about any hazards in the environment and explain how they can keep each other safe. Children behave well. They listen and follow the rules in the nursery. For instance, older children remind younger children how to play in the builder's area safely. Staff know children well and what they need to learn next. They use this knowledge to organise their learning environment. For instance, staff working with babies reorganise their environment to provide opportunities for babies and toddlers to pull themselves up and take their first steps.

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need to do better?

n Staff in the nursery are highly focused on improving their skills and knowledge. For example, they have recently attended training on mathematics and have implemented key messages into their practice. This has had a significant impact on children's achievements. Three-year-old children confidently talk about the quantity of numbers without counting. Older children begin to understand how they can add numbers together to make five. n Staff evaluate how they can improve their practice. An example of this is the changes that staff have made to the outdoor area to promote children's concentration and learning. Children concentrate well outside. They are highly motivated as they use pipettes to water plants or play in the building area. n Staff give children and their families clear messages about oral hygiene. They share information with parents about healthy eating and dentists. Children particularly enjoy taking a tiger with them when they visit the dentist. Staff

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need to do better?

provide books and activities, which help children to develop a deeper understanding of how they can look after their teeth. n Staff place a high priority on developing children's independence skills. Younger children learn to drink from a cup without a lid. Older children pour their own drinks and serve their meals. They learn to clear the tables and wash their cups after snack.

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need to do better?

7 June 2024 n Staff think very carefully about the order in which children develop skills. For example, they provide a range of resources to help children to develop their small-muscle skills. Older children learn to use their thumb and fingers as they use pipettes to transfer water. They explore how they can make lines and circles with water on the metal door. This helps children to develop the small muscles that support early writing. n Staff plan for children's interests exceptionally well. They know what they want children to learn and weave children's interests into planned activities to support their engagement. Children thoroughly enjoy playing with diggers in the sand. n Staff support children's communication well, overall. Staff use activities, such as books and singing, to support children's language development. They take time to listen to children and are very keen for children to share their views and

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need to do better?

ideas. However, sometimes, staff do not always remind the most confident children to listen to others, particularly quieter children. As a result, quieter children have fewer opportunities to express their thoughts and ideas. n Children with special educational needs and/or disabilities make very good progress. Staff swiftly identify where children need further support. They have a strong understanding of different interventions to use to help children to catch up. Staff work exceptionally well with a range of professionals, such as health visitors and speech and language therapists. This means that children get the support they need to help them to catch up. n Staff have an excellent relationship with parents. Parents love the electronic app that the nursery uses. They feel that they know what their children are doing and value the advice that staff give them to support their children's learning at

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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 teach the most confident children the importance of listening to others and giving them time to express their thoughts and ideas, to improve their communication even further.

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Setting details

Unique reference number EY332903 Local authority Durham Inspection number 10346884 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 26 Number of children on roll 69 Name of registered person Howletch & Shotton Primary Childcare Ltd

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reference number

Telephone number 01915260105 Date of previous inspection 14 August 2018

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Information about this early years setting

Shotton Children's Centre registered in 2006 and is located in County Durham. The nursery employs eight members of staff. Of these, seven staff hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday, for 51 weeks of the year. Sessions are from 8am to 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 nursery received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the nursery and has taken that into account in their evaluation of the nursery. n The management team showed the inspector around the nursery and explained how the curriculum is organised. n The inspector spoke to children and staff at appropriate times during the inspection. n The manager evaluated an activity with the inspector. n Parents talked to the inspector about their experiences at the nursery. n The manager showed the inspector a range of documents, including those relating to staff's suitability. n The inspector observed children playing and learning. n The manager talked to the inspector about how she keeps children safe and manages 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

7 June 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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