Unicorn Day Nursery

Inspection of Unicorn Day Nursery Shelsey Avenue, Oldbury B69 1BP

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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 Requires improvement

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The provision is good

The staff at this setting genuinely care about the children in their care. They greet children with open arms and happy faces. Staff cultivate strong, nurturing bonds with children. They promote children's well-being effectively through their warm interactions and effective care practices. This supports children's emotional development. Children are valued and feel secure. They separate from their parents without fuss and are keen to join their friends at play.

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The provision is good

Since the last inspection, staff have worked hard to introduce and develop a suitably ambitious and well-sequenced curriculum. They provide exciting learning experiences designed to build on children's knowledge and skills in all areas of their learning. For example, staff help children in pre-school develop their phonic awareness as they make 'Silly Soup'. They encourage babies to move in different ways as they 'stomp like dinosaurs'. Furthermore, recent changes to the learning environment have shifted the focus to allow for a more child-led approach to learning. Staff provide a wide range of activities and open-ended resources that engage children's interests. This motivates children to become independent learners as they make choices about their play.

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The provision is good

The setting has identified some 'golden rules' based on mutual respect. These set out clear expectations and boundaries for children's behaviour. Staff encourage sharing and turn-taking from a very early age. Staff praise good behaviour. Children are kind and polite.

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need to do better?

n Staff provide activities that support children's physical development effectively. For example, they support babies to stand to help strengthen their muscles in preparation for taking their first steps. The recently redeveloped garden offers a wealth of opportunities for children to be physically active and take appropriate risks, such as negotiating the climbing wall. There are also opportunities, such as threading, that develop increasing strength and control of the small muscles used for writing. n Staff make accurate assessments of children's progress. They know what children know and can do and use this information to plan exciting activities to build on this. However, staff do not consistently identify opportunities to extend learning further. For instance, staff ask children how many objects they have, but do not encourage children to count them. At lunchtime, young children feed themselves using suitably sized cutlery. However, when they struggle to do so,

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need to do better?

staff do not identify this as a teaching opportunity. This means that children are not always sufficiently challenged and, as a result, do not make as much progress in their learning as they could.

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need to do better?

20 August 2024 n Staff support children to gain good communication and language skills. They interact beautifully with children, engaging them in conversations throughout the day. Staff listen intently to children as they share their knowledge and understanding, such as when children in pre-school explain the effect of the weather on pinecones. They introduce new words, such as 'aroma' and 'delicious', that help to broaden children's vocabulary. Staff give simple explanations of actions, such as floating and sinking, that support and extend children's knowledge. However, when they ask children questions, staff do not always give them enough time to consider their responses. n Staff promote children's wider personal development effectively through a broad range of activities and experiences. They take children on regular visits into the local community and teach them about the celebrations and importance of other

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need to do better?

cultures. This broadens children's knowledge and deepens their understanding of the world and the wider local community. n Staff quickly identify children who may need extra support with their learning. They adapt their approach to help them make better progress. For example, they use objects of reference to help children develop their understanding of routines. Staff also work in partnership with other professionals to ensure children have the support they need to make progress in their learning. n Staff ensure that parents receive detailed information about their children's care and development. Parents value the information they receive from staff about their children's development and appreciate the help they receive to continue to support this learning at home. n The owner/manager is focused on continuing to improve the setting's offer to children and their families. All staff receive ongoing training to support them to

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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 continue to provide effective support for staff to raise the levels of teaching to a consistently high standard, so that children continue to make good progress in all areas of their learning and are fully ready for the next stage n consider the amount of time children are given to form their responses to questions so that they are able to share what they know and fully explain their thinking.

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Setting details

Unique reference number EY386701 Local authority Sandwell Inspection number 10319486 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 73 Number of children on roll 100 Name of registered person Sandwell Supply Nursery Services Limited

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reference number

Telephone number 0121 552 5242 Date of previous inspection 24 October 2023

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Information about this early years setting

Unicorn Day Nursery registered in 2009 and is situated in Oldbury, West Midlands. The nursery employs 28 members of childcare staff. Of these, 17 hold appropriate early years qualifications at level 2 and above, including one who holds a level 5 and one with qualified teacher status. The nursery opens from Monday to Friday all year round, except for bank holidays. Sessions are from 7.30am to 6pm. The nursery provides funded early education for two-, three- and four-year-old children. It operates a before- and after-school club during term time. Sessions are from 7.30am to 8.40am and 3.30pm to 6pm. A holiday club operates from 7.30am to 6pm during school holidays.

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Inspection activities

n The inspector discussed any continued 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 owner/manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to and communicated with the inspector during the inspection. n The inspector spoke with the owner/manager about the leadership and management of the setting. 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 observed the interactions between staff and children. n The owner/manager and the inspector carried out a joint observation together. n Parents shared their views of the setting with the inspector.

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Inspection activities

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 August 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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