St. Andrews Day Nursery

Inspection of St. Andrews Day Nursery Church Road, Shilton, COVENTRY CV7 9HW

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

Children arrive at the nursery excited to begin their day. They receive a warm welcome from enthusiastic staff who know them exceptionally well. Staff are kind, gentle and nurturing towards children and give them lots of cuddles and reassurance when needed. This helps children to feel safe and secure in their care. The nursery is spacious and inviting. Children have tremendous fun outdoors while digging and exploring, balancing on walkways and running about the space. Babies giggle with staff as they slide down the equipment into low-level water. Staff are highly skilled and meticulously arrange and adapt the environments specifically for the current needs and interests of children. This helps to motivate children of all ages to explore, build on their play and lead their learning. As a result, all children make very rapid progress, including children with special educational needs and/or disabilities (SEND).

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The provision is outstanding

Children behave exceptionally well. Staff use gentle reminders to use 'kind hands' and to wait for their turn. They consistently encourage all children to use their good manners and give praise in abundance when children behave positively. This helps children to know and understand the behaviours that are expected of them. Staff help older children learn to regulate their behaviours and resolve minor disputes themselves. Children show excellent attitudes to learning. They are very well prepared for their future learning.

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need to do better?

n Leaders and managers have designed a curriculum that has highly ambitious intentions for what they want children to achieve. Staff gather detailed information from parents when children first start, which tells them what children know and can already do. Staff make precise decisions about what children are ready to learn next. They place utmost priority on the provision of activities and opportunities that help to deepen children's understanding and develop their skills rapidly. n Communication and language are promoted exceptionally well. Babies enjoy close interactions with staff, who use varied tones as they engage them in talk. For example, babies learn new words while they engage in a doll-washing activity. Staff name facial features for them to find to wipe next. Babies begin to copy and use these words during play. Toddlers enjoy singing and sharing books, talking about what they see in the pictures. Older children include lots of

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need to do better?

descriptions in their well-structured sentences. Staff gently encourage quieter children and help build their confidence to speak among the group. n Staff use highly effective methods to teach children who are nonverbal to communicate their feelings, wants and needs. Children are taught to use simple signing and staff develop communication boards, which enable nonverbal

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need to do better?

26 June 2024 children to communicate successfully with staff and their peers. For example, children are observed to sign with their peers, which helps them to build friendships and have fun as they play and run about with others. n The support for children with SEND is exemplary. The special educational needs and disabilities coordinator works closely with parents, professionals and staff to ensure that children receive tailored support to make the progress they are capable of. The guidance given to staff is highly comprehensive and enables them to fully ensure the provision is inclusive for children. This practice is worthy of dissemination. As a result, children with SEND develop exceedingly well from their starting points. n High priority is placed on children's development of independence. For example, babies use both hands to manage cutlery successfully at mealtimes. Staff build on these skills as children become increasingly capable. Children learn how to

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need to do better?

manage their personal care, dress, undress and show expert skills with the use of varied tools, such as cutlery and mark-making tools. They show high levels of self-esteem and confidence in their abilities. n Leaders and managers create a highly reflective culture among the staff. Children are central to their work in the nursery. Managers prioritise staff's continuous professional development and work with them to ensure they receive the training, support and guidance they need to fulfil their roles as effectively as possible. Staff speak highly of managers and comment especially on how well they are supported at work and how their well-being is considered. n Parents are extremely positive about the experiences their children gain at the nursery. They value the regular and detailed information they receive about their children's learning and the support given to continue this learning at home. Parents commend how staff adapt their teaching to ensure the provision for all

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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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Setting details

Unique reference number EY382120 Local authority Warwickshire Inspection number 10348844 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 53 Number of children on roll 89 Name of registered person St Andrews Day Nursery Limited

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reference number

Telephone number 02476 616086 Date of previous inspection 17 May 2019

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Information about this early years setting

St. Andrews Day Nursery registered in 2008. It is located in Shilton, Coventry. The nursery employs 17 members of childcare staff. Of these, eight staff hold appropriate early years qualifications at level 3 and two hold early years qualifications at level 2. The nursery opens Monday to Friday, from 7.45am until 5.45pm, all year round except bank holidays and one week at Christmas. 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 and the inspector completed a learning walk together to discuss the organisation and intent of the curriculum and how the environment is arranged. n The inspector observed the quality of teaching throughout the inspection and considered the impact this has on children's learning. A joint evaluation of the quality of teaching within an activity took place between the manager and the inspector. n The inspector spoke to parents at appropriate times and considered the written information provided to take into account their views on the nursery. n The inspector spoke to children and staff at appropriate times during the inspection. n The inspector held a meeting with the manager and the deputy manager and

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Inspection activities

discussed how the setting was organised. The inspector reviewed relevant documentation, including evidence of the suitability of staff working in the setting.

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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

26 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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