Acorn Academy Day Nursery

Inspection of Acorn Academy Day Nursery 211 Lincoln Road, PETERBOROUGH PE1 2PL

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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 Outstanding

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The provision requires improvement

The provider takes time to get to know children and works with parents to gain the key information needed. They adapt the settling-in process to support the children and to help identify children's starting points in their development. This helps children to begin to develop emotional well-being and resilience. Although there is a curriculum in place, this is not implemented for all children, including some children who have special educational needs and/or disabilities (SEND).

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The provision requires improvement

Teaching is sometimes inconsistent. Staff set up activities that children like and play alongside them. For example, children cuddle dolls in the home corner, and staff talk to children about caring for them. However, staff's time is often spread too thin for children to receive good levels of attention. As a result, there are times during the day when children are not well supported to learn as they play.

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The provision requires improvement

Children generally behave well. Although staff sometimes explain the rules to children, this is not consistent. They do not spend enough time supporting children's understanding of what is expected to ensure that they have this knowledge to use again.

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need to do better?

n The provider celebrates the diversity in the nursery and aims to meet the needs of children, including children with SEND. The provider has ensured swift action is taken about any concerns for children with SEND. They work with other professionals and parents to ensure plans are in place. However, staff are too stretched to meet the needs of all children, particularly during the busier morning sessions. For example, interactions are abandoned to deal with behaviour incidents and routines of the day. This means some children are left playing on their own for too long. Therefore, some gaps in children's learning do not close as quickly as possible. n Staff help children to manage their self-care skills. For example, they support children to use cutlery from a young age and encourage older children to put on their shoes and coat independently. n At times, the provider does not organise the transitions between routines and

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need to do better?

activities effectively, such as at mealtimes and when getting children ready to play outside. As a result, children spend a long time waiting without any stimulation. n Children are happy to approach staff for spontaneous cuddles when they need extra comfort. They form close attachments with staff, who are caring and nurturing. n Staff understand how to support children to learn new language. They introduce new vocabulary as they play with children. Staff ask children questions and wait

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need to do better?

18 November 2024 for them to respond. Children are beginning to learn to listen and take turns during back-and-forth conversations. Staff reinforce words and phrases for children who speak English as an additional language to encourage their speech. n Children gain confidence in mathematical concepts. They learn to count the number of pretend worms they have collected and compare the different lengths. n The provider plans regular opportunities for children to go outside and engage in physical activities. Children enjoy the freedom to run, jump and climb. This helps to develop their large-muscle skills. However, the provider does not always consider how to organise outdoor learning to ensure that all children gain the most from this. Children need a lot of support with the climbing equipment, and they become frustrated when they do not receive the support they need to succeed. This means that children lose interest and wander around.

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need to do better?

n Parents praise the care and education their children receive. Staff ensure that parents receive verbal feedback about their child's day. Parents, including parents whose children have SEND, feel well supported. Parents are happy with the progress their children are making. n The provider is reflective of their own and the staff team's practice. They are aware of the challenges staff face and work to support their ongoing professional development. The provider has recently introduced more frequent observations of staff practice to help to raise the quality of teaching. n Children learn how to share and take turns with their friends. However, the provider does not always ensure staff give children clear and consistent messages about their behaviour. This includes a lack of reinforcement of the rules and boundaries. Therefore, children do not fully understand what behaviour is inappropriate, such as running indoors.

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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

18 November 2024 provide more consistent support for children with special educational needs and/or disabilities to ensure that they receive the help that they need to make good progress in their learning and development. 20/12/2024

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should:

n improve staff's understanding of behaviour management strategies so that they have a consistent approach to better support children's understanding of positive behaviour n review and develop the organisation of routines to make transitions quicker and reduce the amount of time children spend waiting n review the planning of the outdoor learning to ensure that it meets the needs of all the children.

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Setting details

Unique reference number EY546492 Local authority Peterborough Inspection number 10364578 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 80 Number of children on roll 57 Name of registered person Acorn Academy Day Nursery Ltd

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reference number

Telephone number 01733890911 Date of previous inspection 21 May 2019

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Information about this early years setting

Acorn Academy Day Nursery registered in June 2017. The nursery employs nine members of staff. Of these, seven hold appropriate qualifications at level 2 or above. The nursery opens Monday to Friday, from 8am until 6pm, all year round, apart from one week over Christmas. The nursery provides funded early education places to all eligible children.

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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 Staff spoke to the inspector during the inspection. n The inspector spoke with the leadership team about the management of the nursery. 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 carried out joint observations of group activities with the manager. n Parents spoke to the inspector during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. 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

18 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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