Aunty Sue's Day Care

Inspection of Aunty Sue's Day Care St Johns Centre, St John Street, Mansfield NG18 1QH

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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 are supported to understand their feelings and emotions. For instance, younger children learn how to show different facial expressions, such as happy, funny and angry. Older children listen to staff read stories about characters in books who are worried. They learn why characters in stories feel a certain way and talk about their own experiences of feeling worried.

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The provision is good

Staff encourage children to have a positive attitude to learning. For instance, when children say that they cannot put on an apron, staff encourage them and ask children to push one arm in at a time. This encourages children to persevere. Staff give children plenty of praise for their achievements. For example, when younger children manage to move a toy car that is stuck in dough, staff give them a 'high five', helping to raise their self-esteem. Children learn how to use tools for a purpose. Younger children copy staff and look through magnifying glasses to closely observe objects. Older children are supported by staff to understand where to put their fingers when they use scissors to cut. Additional funding that some children receive is spent effectively to help close gaps in their learning. For instance, support from staff offers children additional group times to help them understand language to describe quantity. This contributes to building on their

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need to do better?

n Staff support children's language skills well. For example, they sing songs with children and use descriptive words to build on their vocabulary, such as 'crunch' and 'pat'. When children say words incorrectly, staff repeat words correctly, helping them to hear the correct pronunciation. n Staff provide children with a curriculum that promotes their independence, helping them to learn skills for the future. For example, staff help younger children to use tongs to serve themselves cucumber and carrots during snack time. Older children competently use tongs to serve their food at lunchtime. n Children are keen to join activities that staff offer them. For instance, older children learn how to identify different colours when they mix paint. However, sometimes during group times, staff do not support younger children to understand the choices they make. For example, staff ask children to select a stick that represents a nursery rhyme. The sticks show the written name of the

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need to do better?

nursery rhyme. Therefore, children do not understand which song they chose. n Staff are supported well by the management team. For example, they attend supervision meetings to help them reflect on their practice. Staff are supported to build on their knowledge of how to promote children's learning. For instance, recent training has helped staff to identify how to adapt activities to meet the different ways in which children like to learn.

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need to do better?

3 January 2025 n Staff help children to show positive behaviours. For example, they remind children to share when they use cardboard tubes and paint to make firework patterns. Older children listen to and follow staff's instructions when they ask them to put toys away and wash their hands in preparation for lunchtime. n Parents and carers appreciate the support that they receive from staff for children with special educational needs and/or disabilities (SEND). They appreciate the referrals that staff make to other professionals to support their child's individual needs. n Children have opportunities to learn how to care for animals. They help staff to clean, feed and pet the nursery guinea pigs. Children say that the guinea pigs like to eat salad and peppers. n Staff have a good knowledge of their key children's learning, including those with SEND. They observe children and identify what they need to learn next.

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need to do better?

However, this information is not always shared fully across the staff team. At times, when staff are absent, other staff do not recognise how best to help some children with their learning. n Children are invited to attend settling-in sessions before they start attending. This helps children to become familiar with staff and the environment. Staff support children well during this time. For instance, they give them comfort, get down on their level to share books and provide children with reassurance. This results in children settling quickly and showing that they feel safe and secure in staff's care.

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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 help staff to support younger children to understand the choices they make during group times n strengthen the sharing of information between children's key person and other staff so that children's learning is promoted more consistently.

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Setting details

Unique reference number EY499059 Local authority Nottinghamshire County Council Inspection number 10367319 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 60 Number of children on roll 77 Name of registered person Aunty Sue's Day Care Limited

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reference number

Telephone number 01623 633502 Date of previous inspection 4 February 2019

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Information about this early years setting

Aunty Sue's Day Care registered in 2016 and is situated in Mansfield, Nottinghamshire. The nursery employs 13 members of childcare staff. Of these, one holds an appropriate early years qualification at level 2, eight at level 3 and one at level 5. The nursery opens from Monday to Friday, all year round, except for one week at Christmas. Sessions are from 7am until 6pm. The nursery provides funded early education for children aged nine months upwards.

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Inspection activities

n The manager, deputy manager and inspector completed a learning walk together of all areas of the nursery and discussed how staff implement the curriculum. n The inspector observed the quality of education during activities and assessed the impact this was having on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager and deputy manager. She reviewed relevant documentation and evidence of the suitability of staff working in the nursery. n Parents/carers shared their views about the nursery with the inspector.

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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

3 January 2025 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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