My Ohana York Nursery

Inspection of My Ohana York Nursery David Lloyd Club, St Johns Playing Field, Hull Road, York, Yorkshire YO10 3LG

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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 happily, keen to start their day. They confidently separate from their parents, demonstrating they feel safe and secure in the nursery. Staff provide a carefully considered environment, which helps to encourage independent choices. This helps children to feel valued as they direct their own play. Caring and nurturing staff regularly observe children to understand their levels of development. Close bonds with staff help children to feel emotionally safe, and they are eager to learn. Staff recognise the importance of children being physically active. The environments, both indoors and outside, promote children's development across the seven areas of learning. Outside, children engage positively in physical activities. For example, younger children and babies practise climbing on the wooden play equipment. Inside, children take part in dance sessions to encourage coordination, strength and balance.

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The provision is good

Children are helped to understand early mathematical concepts well. Staff use a range of strategies to help them understand the meaning of shapes, numbers and the different quantities that they represent. Children confidently use scissors to help develop their fine motor skills, which they will need for eventual pencil control and writing. They apply their imaginations as they make bridges using bricks and small-world resources. Staff have high expectations for all children. Well-embedded rules and routines enable children to know what is expected of them. Children's behaviour is good. They develop their confidence and social skills as they play together. They are beginning to help their friends understand the rules. Mealtimes are sociable, and staff sit with children to chat with them. Children are learning independence as they pour their own water from a jug and begin to feed themselves. Staff praise their efforts and prompt the use of 'please' and 'thank

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need to do better?

n Overall, the delivery of the curriculum is robust and has a positive impact on the progress of children. Staff have clear intentions for what they want children to learn. However, occasionally, some staff do not recognise when they need to adapt an activity to maintain the focus and interest of all the children participating. As a result, not all children benefit fully from the teaching provided at these times. n Staff are knowledgeable and skilled. They build on children's existing knowledge and help them to extend their understanding. High priority is placed on developing children's communication and language skills. Staff speak clearly, repeat new words and make sure that they are facing children as they talk. Young children babble and practise using single words. Older children engage in detailed discussions with staff about their bodies and learn new words about the

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need to do better?

18 September 2024 world around them. Children are being well prepared for their next stage in education. n Children with special educational needs and/or disabilities are very well supported by the staff. Leaders work closely with staff, parents and other professionals to implement individual support plans for children who need them. They make timely referrals to outside agencies and seek support when needed. This helps to ensure that children who are at risk of falling behind receive swift intervention. n Staff support children to develop a love of reading. They encourage children at regular intervals to sit and read a book as well as at group times. Staff make reading purposeful and link this to the activities they have set up. All children are keen to get a book out and will take them to staff. Staff use different tones and sounds when they read to help to keep children's attention. Children sit calmly

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need to do better?

and listen to the stories. n Support for children who speak English as an additional language is very good. Staff support children's communication in different languages. They learn key words in several different languages so children have the opportunity to practise speaking in their home language and English. n Partnerships with parents are very good. They are included in children's learning from the beginning. Staff collect information about what children already know and can do when they first start. This helps them to plan appropriate learning experiences from the start. Parents comment that communication is effective and they feel they can speak to all staff about their child's development. n Dedicated leaders have ambition and strive to deliver the very best outcomes for children. A range of views from parents and staff support leaders to consider improvements. Staff receive a thorough induction when they start. This helps

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need to do better?

them to understand their role and responsibilities. Regular room and peer observations are carried out, and staff benefit from regular supervision meetings to discuss their ongoing professional development. Consequently, the quality of care and education provided continually improves.

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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 recognise when activities need to be adapted to meet the needs of all the children participating.

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Setting details

Unique reference number EY446188 Local authority York Inspection number 10355416 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 54 Number of children on roll 86 Name of registered person Tinies U.K. Limited

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reference number

Telephone number 01904 75 15 19 Date of previous inspection 28 November 2018

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Information about this early years setting

My Ohana York Nursery re-registered in 2018 and is located in York. The nursery employs 26 members of childcare staff. Of these, 17 hold early years qualifications at level 3 or higher, including three at level 5 and four at level 6. The nursery opens for 51 weeks of the year, from Monday to Friday, except for bank holidays. Sessions are from 7.30am to 6pm. The provider offers government-funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The manager and inspector completed a learning walk together. They completed a joint observation of an activity. n The inspector spoke with staff and children during the inspection. n The inspector spoke to a number of parents during the inspection and took account of their views. n The inspector held a meeting with leaders. She looked at relevant documentation and 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

18 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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