Gummy Bears

Inspection of Gummy Bears 164-166 St Albans Avenue, Ashton-Under-Lyne OL6 8TU

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

Leaders have made some improvements since the last inspection. They have successfully addressed the actions that were raised to ensure that children in their care are safe. However, the quality of education remains variable. Leaders know what they want children to learn and experience at the nursery. However, they have not ensured that the curriculum is well-sequenced in its implementation. Staff do not always plan activities that are appropriate to the children's ages and stages of development. For example, they place emphasis on teaching very young children how to learn the letters of the alphabet. Furthermore, sometimes, interactions lack focus. This does not support children to make consistently good progress.

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The provision requires improvement

Staff provide a well-resourced environment indoors, which considers children's interests. Children show an interest in some of the activities that are provided. For example, they splash in water and explore pom-poms and glue as they make craft creations. However, at times, when children begin exploring activities in their own way, staff are overly directive and do not allow children the time to explore and express themselves. This limits children's engagement in some activities.

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The provision requires improvement

Staff and children have developed strong bonds. Babies smile as they see their key worker arrive. Staff are calm and support children to label their emotions. Children play well together and lots of laughter can be heard. Older children invite each other into their play. They ask each other for help to carry heavy objects, such as the building bricks. Children confidently show each other their dance moves and ask staff to take photos of their creations throughout the day to share with their families. Children are settled and show great confidence in the care of the adults who know them well.

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need to do better?

n Since the last inspection, leaders have ensured that the premises are fit for purpose and suitable for the children. Staff are clear about how to exit safely in an emergency. They check that the fire exits are clear from obstruction frequently. Staff are clear on how to identify and remove risks to keep children safe. n Leaders have devised new coaching and supervision systems. They are passionate about wanting to support staff to develop their skills and knowledge over time and to address the weaknesses in the quality of education. However, leaders are currently working directly with children due to recent staffing changes. Although leaders have provided staff with some training, there has been minimal opportunity for them to monitor staff practice or the implementation of the curriculum. This results in inconsistencies throughout the nursery.

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need to do better?

14 November 2024 n Staff provide opportunities to support children's communication and language skills. They use clear language as they name items and provide opportunities for children to sing to familiar songs. Even the youngest children attempt to join in with some words and older children scream with excitement as they sing about a crocodile. However, at other times of the day, staff focus on supervising the children rather than engaging in these high-quality interactions consistently. n Staff support children's understanding of healthy lifestyles. They are good role models, who discuss the importance of handwashing and drinking water. Children are provided with healthy meals. Some staff use mealtimes as an opportunity to talk about the impact of healthy food on our bodies. Children talk about the ingredients and discuss how they are becoming stronger. n Leaders place high importance on supporting children's independence. All

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need to do better?

children attempt to feed themselves with increasing skill. Older children serve their own food and scrape their plates when they have finished. Children wipe their own faces when they have eaten and shout proudly when they put on their own coats, 'I did it!' These experiences help to support each child's confidence and self-esteem. n Partnerships with parents and other agencies are strong. Parents are included and informed about their child's day and their learning and achievements. Leaders have developed strong relationships with other settings where children attend and other agencies who support children. These links help to support consistency for children's learning. n Leaders are passionate about providing positive outcomes for children with special educational needs and/or disabilities (SEND). Leaders have implemented effective assessment procedures and identify when children may benefit from extra help in their learning. They demonstrate a clear understanding of children's

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need to do better?

individual learning plans. However, at times, some staff do not use their interactions to help extend children's individual next steps. n The curriculum for mathematics is implemented well. Staff are clear how to support children's mathematical skills throughout the nursery. Staff count as they play alongside the children. Babies repeat numbers they hear in interactions and songs. As older children gather bricks, leaders encourage them to consider the size of their buildings. Children use mathematical language in their play confidently as they describe shape and size.

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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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Due date

implement a well-sequenced curriculum that meets all children's individual needs 12/12/2024

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Due date

improve staff supervision to target the coaching and mentoring needed to help improve their knowledge of the curriculum and to raise the quality of education. 12/12/2024

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should:

n improve the quality of staff interaction with children so they are consistently effective in supporting and extending children's play and learning.

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Setting details

Unique reference number 2710221 Local authority Tameside Inspection number 10357499 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 68 Number of children on roll 38 Name of registered person Gummy Bears Nursery Ltd

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reference number

Telephone number 07592039949 Date of previous inspection 20 May 2024

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Information about this early years setting

Gummy Bears registered in 2022 and is located in Ashton-under-Lyne, Tameside. The setting employs five members of staff, of whom one holds an appropriate early years qualification at level 6 and four at level 3. The setting opens Monday to Friday, from 7.30am to 6pm, all year round, with the exception of bank holidays and Christmas. The setting offers government funded places for children aged nine months to four years.

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Inspection activities

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 Parents shared their views of the setting with the inspector. n The inspector held discussions with the manager to assess the effectiveness of leadership and management. n The manager and the inspector carried out an observation together of a group activity. n The manager provided the inspector with a sample of key documentation on request, including documentation to demonstrate the suitability of staff. n Leaders spoke to the inspector about how they support children with SEND. n The inspector considered the comments and views provided by staff and a local authority advisor.

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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

14 November 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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