Cavendish Lodge Day Nursery

Inspection of Cavendish Lodge Day Nursery Cavendish Lodge, Back Cavendish Street, Keighley, West Yorkshire BD21 3EL

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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 arrive happy and eager to start their learning. Practitioners provide a welcoming environment and know children well. Children search for their key person when they enter, showing excitement when they see them. Practitioners have high expectations for children's behaviour. They clearly explain and remind all children about the golden rules in the nursery. Practitioners role model how and when to use manners. They react swiftly when they see children who may need support to share. Practitioners praise children for being kind and helping their friends to tidy up. Children tell practitioners when their friends have followed a golden rule. They are aware of the expectations for their behaviours and try to follow them explicitly.

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The provision is good

Practitioners provide opportunities for children to develop in all areas of the curriculum. Children are very eager to join in with activities. They investigate sensory materials, searching under leaves for small pumpkins. Children are curious and engaged in their play. They use sticks to tap pans. Practitioners teach them about the different sounds. Children swing noise tubes around copying the funny sounds, laughing as they do so. Practitioners teach them about the pitch, such as 'high' and 'low'. Children excitedly get their outdoor clothing on. They laugh and giggle as they run and jump in puddles. The curriculum is fun and challenging for children.

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need to do better?

n Long-standing practitioners teach children with passion, energy and purpose. Their interactions with children are of a high quality. Practitioners maximise all opportunities to extend children's learning. For instance, when children role play making pizza, they teach children about size, halves and quarters. Children create potions and practitioners teach them about weight as they place items into a bowl of water. Children are surprised as they learn what sinks and what floats. They are deeply engaged in their learning. n Children have exciting opportunities to learn about mathematics. They learn about force and speed as they pour water down pipes. Practitioners extend children's learning and add balls to the water flow. Children build with wooden blocks. Practitioners teach children about three-dimensional shapes, using rich language, such as 'sphere' and 'cube'. They teach children about colour when

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need to do better?

they make marks. Children show their early understanding of mathematics. n The setting promotes diversity well. There are several languages spoken within the setting. Practitioners teach children about different cultures, family make-up and foods from around the world. Children learn about their similarities and differences and celebrate these. They learn what makes them unique. n Children develop a deep understanding of the world. They grow flowers and

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need to do better?

23 September 2024 herbs. Practitioners teach children about life cycles and recycling. They give children ownership of a compost bin. Children reuse the soil to fertilise the environment. They learn about using waste as reusable materials. n Practitioners support children's muscle development well. For example, they encourage children to use fishing rods to catch fish in a water tray. Children thread coloured ribbons through a large net, which helps to develop their hand- eye coordination. Children run and weave through coloured cones. They ride wheeled toys and negotiate obstacles. This supports children to strengthen their large and small muscles. n All children make good progress, particularly children who speak English as an additional language and children with special educational needs and/or disabilities. Practitioners complete thorough observations of children. They use this information to identify any areas of needs at the earliest opportunity.

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need to do better?

Practitioners are trained in early intervention strategies. They use visual prompts to help all children to communicate. Children take books and home learning packs home. This supports continuity in their learning at home and early language and literacy development. n Managers carry out safe recruitment checks and induction procedures for new practitioners. This ensures that all practitioners are suitable to work with children and have a good understanding of policies and procedures. Managers carry out supervision sessions and appraisals. This ensures that staff have opportunities for professional development. n However, during play, less confident practitioners do not consistently engage children in conversation, guide their learning or challenge them. The support and coaching for staff who are less confident to follow children's lead are not as effective. This means, at times, staff do not maximise children's learning

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need to do better?

potential. That said, practitioners consistently report high levels of support for their emotional welfare.

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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 consider how to support all staff, particularly those who are less confident, to follow children's lead.

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Setting details

Unique reference number EY313335 Local authority Bradford Inspection number 10354715 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 45 Number of children on roll 37 Name of registered person 1st Safari Day Nurseries Limited

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reference number

Telephone number 01535 611115 Date of previous inspection 2 November 2018

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Information about this early years setting

Cavendish Lodge Day Nursery is run by 1st Safari Day Nurseries Limited and opened in 2006. It is located in Bradford. The setting operates all year round, from 8am to 6pm, Monday to Friday. It provides government funded childcare. The setting employs six members of childcare staff. Of these, one holds a qualification at level 7 and four more have appropriate early years qualifications at level 3 and above.

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Inspection activities

n The manager completed a learning walk with the inspector and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Children communicated with the inspector during the inspection. n The manager provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between practitioners and children.

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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

23 September 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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