Childcare@sandal

Inspection of Childcare@sandal 255 Barnsley Road, Wakefield, West Yorkshire WF1 5NU

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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

Leaders have worked hard since the last inspection to ensure that they implement a curriculum that helps children to build on what they already know and can do. Learning is sequenced and helps children to learn new skills and knowledge as well as practise their developing skills. The key person system has been strengthened to ensure that all staff know children's needs and what they are learning next. This ensures that, even if a child's key person is not present, children receive continuity of care and learning so that they continue to make good progress. Staff build positive and nurturing relationships with all children so that feel safe and secure.

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The provision is good

Staff help children to be ready for school. They teach them what is expected of them and to be independent. Children learn how to socialise and make friends. By the time children go to school, they can communicate their needs and follow instructions. Staff teach children what is expected of them. They encourage them to share and to be kind to each other. When children occasionally struggle with their emotions, staff know when to intervene sensitively to help them. They talk about feelings during play and while reading books. Children learn how to recognise and manage their own feelings.

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need to do better?

n Staff support children to develop a love of books form an early age. approach staff with their favourite books and clap when staff say, 'shall we read'. Pre- school children learn about the different parts of the book, such as, the spine and the front and back covers. They learn to take care of their books. n Children develop their fine motor skills. Staff provide opportunities for them to do this. They use sponges and stamps to make pictures in the baby room. Later, children use chunky crayons to make marks and older children use a wide range of mark making tools. This helps them to prepare for later writing skills. n Pre-school children enjoy taking part in yoga sessions that are themed around their interests. This helps their physical development and understanding of how their bodies work. Children practise balancing and they follow the lead of the staff member watching them closely and following instructions.

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need to do better?

n Staff model learning for children as they demonstrate how to use tools with the dough. This helps children to learn new skills and develop their confidence to try for themselves. n Children learn how to build positive relationships with each other. They approach each other and smile and puts their arms out. Staff encourage them to say hello. By the time they are ready to leave to move onto the next stage in their learning they know their friend names and can point them out. n Managers evaluate practice well. They recognise where staff need more support or training to help them to develop their own skills and knowledge. For example,

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need to do better?

30 September 2024 they identify that children need more opportunities to develop their critical thinking skills and for staff to inspire awe and wonder in children. n Staff know the children well. The key person system is effective to ensure all staff can meet all children's needs. They focus on the individual skills that they want children to learn so that they continue to make good progress. However, relationships with parents are not yet fully developed to enable staff to find out about children's past experiences or to support learning at home. n Staff have opportunities to discuss their development as a team. Individual coaching and mentoring have begun to help staff even further. However, this is not yet embedded to ensure the consistency of good quality teaching across all age groups. n Managers support staff wellbeing by ensuring that they have the support they need when they need it. This helps staff to have positive attitudes towards their

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need to do better?

work which in turn helps them to interact with children in a warm and positive way. n Managers ensure that staff have good support to help them to meet the needs of children with special educational needs and/or disabilities (SEND), so that all children make good progress from their starting points.

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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 develop individual coaching and supervision arrangements for all staff to strengthen practise and ensure consistency across the whole team n strengthen communication and partnerships with parents so that they can support their children's learning even further at home.

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Setting details

Unique reference number EY477043 Local authority Wakefield Inspection number 10325884 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 49 Number of children on roll 35 Name of registered person St George's Lupset Ltd

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reference number

Telephone number 01924 330269 Date of previous inspection 27 November 2023

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Information about this early years setting

Childcare@sandal re-registered in 2014. The nursery opens Monday to Friday, from 8am until 6pm, all year round, except for bank holidays and a week at Christmas. There are currently 11 staff working directly with the children, ten of whom hold appropriate early years qualifications at level 2 and above. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 and manager about the leadership and management of the setting. n The inspector and the manager carried out a joint observation of a communication and language activity. 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 spoke to several parents during the inspection and took account of their views. 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

30 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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