Leaps and Bounds Day Nursery

Inspection of Leaps and Bounds Day Nursery 33 Wellington Court, Belper DE56 1UP

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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

Staff plan a variety of activities for children to develop their small-muscle skills. These activities help children practise the skills needed for early writing. For example, pre-school children use their fingers and hands to smear coloured paints over tables. Staff demonstrate how to use toothbrushes, scrappers and rollers to make patterns in the paint. Children learn how to use these tools to make marks, giggling at the changing colours on their hands. Other children develop concentration skills. They use glue spreaders to stick glitter and sequins onto their pictures. Toddlers enjoy squashing and squeezing the dough. They tell the staff they are making pizza and worms. This supports children's developing creativity.

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The provision is good

Staff encourage children to develop their muscle strength and coordination. Babies learn to crawl and pull themselves up on play equipment. Older babies sit with staff, rolling balls back and forth. Toddlers dig in the sand, where staff help them fill buckets to make sandcastles. Staff talk to older children about the beach. This encourages children to recall their experiences of holidays. Pre-school children push themselves along in bubble cars, where staff help them consider how to move around obstacles safely. Children show kindness when they notice friends are stuck on climbing equipment. They stop their play and help staff suggest how their friends could move their feet to get to different parts of the climbing frame. This helps children to problem solve.

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need to do better?

n Staff are positive role models and support children to use good manners, share and take turns. When children have minor disagreements over resources, staff help them find similar items to help them play together. Children are polite and say, 'Excuse me' when they need to move past people. Staff identify pre-school children who have been especially helpful. Children beam with pride as they sit at the 'top table' with their chosen friends. n Staff provide opportunities for children to develop their independence skills. At mealtimes, pre-school children are supported to pour drinks, serve themselves dessert and scrape their leftovers in the bin. Older babies recognise it is lunchtime, as they attempt to 'help' staff set up their highchair. Staff notice when toddlers struggle to use cutlery. Staff build on children's skills and demonstrate how to use the cutlery correctly. This helps children do as much for themselves

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need to do better?

as possible. n Overall, staff support children's developing language and communication skills. Pre-school children confidently express their views and opinions to staff. For example, children use books to search for different types of birds. Staff help them pronounce the names, where children say which birds they like and why. Staff use descriptive words with babies as they look at books, such as 'fuzzy' and

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need to do better?

20 June 2024 'soft.' However, staff do not always consider appropriate ways to limit younger children's use of dummies during the day. This affects children's ability to use new and acquired language. n Staff help children develop their early mathematical skills. They encourage children to count and recognise colours, sizes and shapes. Staff line up 10 green bottles on a beam, where they help children consider how to put them in number order. Children sing with staff as they count down the green bottles, safely knocking them off the wall. n In general, outdoor play consists of stimulating learning experiences, which children eagerly engage with. For example, babies and toddlers benefit from a balance of child-led and adult-initiated play. However, staff do not always plan and provide the same level of rich learning experiences for pre-school children. On these occasions, children do not fully engage in outdoor play and sometimes

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need to do better?

wander around the play area, unsure of what to do before they return indoors. n Parents are overwhelmingly positive about the setting. They use words such as 'remarkable' and 'attentive' to describe staff. Parents state their children are thriving as staff help them get ready for school. Staff work closely with parents and other professionals to create individual plans for children that are tailored to their needs. This includes children who have special educational needs and/or disabilities.

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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 staff to promote children's speech and language skills even further by reducing the time children use dummies n build on how staff plan the outdoor provision for pre-school children.

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Setting details

Unique reference number EY475849 Local authority Derbyshire Inspection number 10337171 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 102 Number of children on roll 108 Name of registered person Gregory, Claire Victoria

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reference number

Telephone number 01773 828813 Date of previous inspection 6 July 2018

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Information about this early years setting

Leaps and Bounds Day Nursery registered in 2014 and is located in Belper, Derbyshire. The nursery employs 24 childcare staff. Of these, 20 hold appropriate early years qualifications at level 3 or above, including two who hold early years professional status. The nursery opens Monday to Friday, all year round, except for bank holidays and a week at Christmas. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-olds.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The nominated individual, the manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to the children to find out about their time at the nursery. 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 about the leadership and management of the nursery. 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.

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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 a group activity with the deputy manager. n Parents shared their views of the nursery with the inspector. 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

20 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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