Ducklings Day Nursery

Inspection of Ducklings Day Nursery 170 Attleborough Road, Nuneaton, Warwickshire CV11 4JW

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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 at the nursery, eager to come inside. They are greeted by enthusiastic, friendly staff who are kind and nurturing towards them. This helps children to settle quickly and to feel safe in their care. Staff arrange the play environments to enable children to make choices about the resources they select and how they play with them. For example, older children independently select paper and mark-making tools and decide what they want to draw. Others choose from a range of loose parts and decide they need scissors to cut their shapes to fit. They use their skills to solve problems and practise their cutting.

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The provision is good

In all areas of the nursery, children behave well. This is because staff help them to understand the behaviour that is expected of them. Staff model kind and respectful behaviours with each other and with children. Children listen and respond well to the staff's gentle reminders to use 'kind hands' and to take turns with their peers during play. Young children readily use their good manners and say 'more please' during mealtimes. In general, children gain the skills and knowledge they need to prepare them for the next stages in their learning and the eventual move on to school.

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need to do better?

n The nursery curriculum is sequenced well to enable children to continually build on what they know and can do. Staff provide abundant opportunities for children to access resources and activities independently. Children continue to practise and strengthen the skills they have learned, such as the use of scissors to practise their cutting skills. n Staff gather information about children's learning through discussions with parents and their observations to decide what children are ready to learn. However, they do not yet focus their teaching for children's intended learning sharply enough to enable children to make even more rapid progress. n Children thoroughly enjoy singing with the staff. They begin to follow the actions and join in the words in time to the song. Staff build anticipation towards the end, and children giggle and clap alongside their peers. Staff encourage children's contributions while they read stories. They skilfully ask questions that

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need to do better?

help children to think about and share their ideas about what may happen next. Babies are keen to point out and name the objects they know on the pages. n Communication and language is promoted well for all children. Staff use additional programmes, which help them to provide the right support where children need it. Children who are nonverbal begin to use sounds alongside simple signing. As a result, with daily support, children increase the clarity of their speech and build on their communication, vocabulary and understanding of a range of words they may use.

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need to do better?

25 November 2024 n In general, staff promote independence. For example, babies learn the sequence of handwashing before meals and after exploring substances such as paint. Young children learn to manage their personal care, wiping noses and using the bathroom, while the oldest children tidy away resources exceptionally well. That said, there is scope to provide young children with further opportunities to practise their self-help skills, such as dressing in their coats and hats in preparation for play outdoors. n Children have lots of fun while they learn outdoors. They access a varied range of resources to engage in play with their peers. For example, the oldest children enjoy construction and use their imaginations to build game controllers, acting out play with computer games. Others organise and play card games, taking turns with their peers. They excitedly share with others when they have found a

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need to do better?

matching pair. n Managers provide staff with mandatory training, such as for paediatric first aid and safeguarding. They ensure that staff keep this knowledge current, for example, with the use of fun quizzes and other discussions about a range of child protection matters during group meetings and regular supervision meetings. n Parents speak positively about the nursery. They say that their children are happy attending and comment on the progress they make. Parents say that staff are kind, caring and always smiling. Parents value the daily information they receive about their child's care and learning.

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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 focus the plans for teaching to ensure that this supports the intended learning for children to help them to make the most progress they are capable of n provide further opportunities for children to practise self-help skills and learn to complete tasks for themselves, such as self-dressing.

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Setting details

Unique reference number EY272143 Local authority Warwickshire Inspection number 10370840 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 100 Number of children on roll 76 Name of registered person Buxton, Yvonne

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reference number

Telephone number 02476 341881 Date of previous inspection 14 March 2023

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Information about this early years setting

Ducklings Day Nursery registered in 1997. The nursery employs 11 members of childcare staff, of whom one holds an early years qualification at level 6 and eight at level 3. The nursery opens from Monday to Friday, all year round, except for bank holidays and one week over the Christmas period. Sessions are from 7.30am until 5.30pm. The nursery provides government funded early education for children aged from nine months.

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Inspection activities

n The manager showed the inspector all areas of the premises and discussed how staff ensure that they are safe and suitable for children. n The inspector observed the quality of teaching throughout the inspection and considered the impact this has on children's learning. A joint evaluation of the quality of teaching during an activity took place between the manager and the inspector. n The inspector spoke to parents at appropriate times and took account of their views of the nursery. n The inspector spoke to children and staff at appropriate times during the inspection. n The inspector held a meeting with the manager and discussed how the setting is organised. The inspector reviewed relevant documentation, including 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

25 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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