Educare For Early Years (Rawtenstall)

Inspection of Educare For Early Years (Rawtenstall) Educare for Early Years, Holme Bank, New Hall Hey Road, ROSSENDALE, Lancashire BB4 6HL

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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 content and settled at this nursery. Parents, children and visitors are warmly welcomed with smiles from skilled key adults. Children are excited to join the interesting activities that staff prepare. For example, pre-school children eagerly mix paint and foam together, which helps to develop their curiosity. Outside, babies enjoy adults blowing bubbles for them. Their physical skills are challenged as they take unsteady steps to catch them. The caring staff encourage and praise the babies. This helps them to develop self-confidence and feel proud of their achievements.

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The provision is good

Positive, friendly relationships exist between staff and children. Older children chat happily with an adult as they play with clay. Their language and communication skills are extended as they respond to staff's questions. Toddlers sit at tables together for snack time and they learn to drink from cups. They join in with actions as they sing a 'hello' song. Younger children listen to staff read a favourite story of 'There's a Monster in Your Book'. They are developing listening skills and learning new words.

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The provision is good

The well-established routines support children to feel confident and to learn new skills. Children enjoy learning in the space outside that staff have organised to support their learning. Young children are encouraged to share and take turns as they rolls balls down pipes. Older children use chalk to form letters and numbers, practising skills in readiness for moving on to the next stage of their education.

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need to do better?

n Children's behaviour is very good. They follow simple instructions and know the routines of the day well. At lunchtime, staff encourage pre-school children to pour their own water and scrape their plates after eating. As a result of good role modelling by staff, children are polite and respectful. Their personal and social development is well supported. n Babies' needs are well met. They have a cool, quiet cot room to rest, and they are kept safe while they sleep. Older babies enjoy being outdoors, where they dig in soil and balance blocks together. Their health and physical development are promoted well. n The curriculum supports children's readiness for the next stage of learning. For example, pre-school children become engrossed using open-ended materials that help them to develop problem-solving skills. They skilfully use scissors and glue sticks to make their own sticker books. The nursery also provides well-

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need to do better?

planned transitions to school. For instance, new teachers are invited to visit the children at nursery. This helps children to settle well in school when the time comes.

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need to do better?

6 June 2024 n The nursery has a clear curriculum. Leaders make sure that staff understand the curriculum intentions, and they support staff to continually improve their knowledge and skills. However, leaders do not prioritise staff's development on how to deliver the curriculum. This means that, sometimes, children do not gain the intended skills from the activities. n The manager and staff have taken into account the impact of COVID-19 on children's communication, language and confidence. The staff use assessment tools effectively to help them identify children who may be at risk of falling behind and to provide a structured programme of intervention. This early support helps children to catch up and make good progress. n Parent partnerships are very strong. There is overwhelming praise for the warmth and friendliness of the staff from parents and children. Parents are delighted with the care given to their children. Parents of younger children

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need to do better?

receive daily updates, which helps to promote continuity. Additionally, staff regularly invite parents to meetings to share information about their child's learning. Parents and staff work closely together to plan and promote the next steps in their child's learning. n Children benefit from visitors to the setting, such as a football coach. They practise ball skills and build their leg muscles, enhancing their physical development. Additionally, parents visit to talk about jobs they do. This helps children to learn about people and the community around them.

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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 increase focus on the monitoring of practice and support to help continually improve staff's understanding of how to implement the curriculum.

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Setting details

Unique reference number EY490426 Local authority Lancashire Inspection number 10347062 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 95 Number of children on roll 97 Name of registered person Educare For Early Years Limited

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reference number

Telephone number 01706210660 Date of previous inspection 21 August 2018

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Information about this early years setting

Educare For Early Years (Rawtenstall) registered in 2015. The nursery is situated in Rawtenstall, in Rossendale. The nursery is open each weekday, from 7.30am to 6pm, for 49 weeks of the year. There are 16 members of staff. Of these, two hold early years teacher status, two a level 5 qualification, two a level 4, six a level 3 and two a level 2. 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 provider and has taken that into account in their evaluation of the provider. n The inspector spoke to several parents during the inspection and took account of their views. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of an outdoor activity 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

6 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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