Sparkles Day Nursery

Inspection of Sparkles Day Nursery 47 Micklegate, Selby YO8 4EA

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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

Staff create a warm welcoming environment for children and their families. Children benefit greatly from the strong bonds with staff. Staff have prioritised children's personal, social and emotional development as they settle back into routine after the holidays. The youngest children snuggle happily with their key person, when they are tired or unsure. Older children engage the staff in their play and approach them readily when they are tired. Children's very good behaviour and attitude has a positive impact on their learning and safety. They are used to listening to adults and heeding what they say.

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The provision is good

Staff have created a curriculum that enables children to access learning opportunities at their own level. This is now having a positive impact on children's learning. For example, younger children learn the actions and animal noises to link to the focus song. Older children confidently sing the words to all the verses. Children are happily engaged throughout the day. They enjoy their time at nursery and become confident learners. Parents confirm that their children love coming to nursery. They are very pleased with their children's development, particularly in how well their speech has improved since attending.

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need to do better?

n Leaders continue to make improvements to the provision. The recent expansion has, on the whole, been well managed. Importantly, leaders acknowledge what is yet to be done. They have worked with staff to create an appropriate curriculum that helps children to make good progress from their starting points. Staff are clear about their aspirations for the youngest children's learning and development. However, they are less clear about their ambitions for the most- able children. For example, while children are developing good language skills, staff are less specific about the new vocabulary they could be learning and practising. n Leaders have begun to monitor the overall quality of provision. They have a clear understanding of how to make continuous improvements to staff's practice, and children's learning. However, monitoring is not yet having the full impact that it could have. For example, children engage in meaningful routines that

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need to do better?

promote their learning. Group times are particularly well planned for the ages and needs of the children. Older children are attentive and take turns to join the conversation. At times, the quality of teaching is very good. Yet, some children do not have their dummy removed in time to join in. Occasionally, the pre-school room can also become a little too loud for meaningful conversation. n Staff help children to become confident communicators. Conversation is at the heart of the day. Older children chat with their friends and the staff. Staff sensitively guide children's language and help them to express themselves. Staff

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need to do better?

7 January 2025 are very attentive to the youngest children's non-verbal communication. Children know that they will be listened to and that their contribution is valued. This has a positive impact on their well-being and their learning. n Children enjoy books, stories and rhymes. Songs are a particularly strong focus throughout the nursery. Toddlers organise themselves quickly to play 'sleeping bunnies'. Skilful storytelling enables older children to join in confidently with well-known phrases. n Staff help children to enjoy a healthy lifestyle. They have created a menu that children like and meets their dietary needs. Children enjoy the home-cooked lunches and have regular access to drinking water. They learn why they need to wash their hands before lunch and learn to manage their toileting needs independently. Children enjoy daily outdoor play. They develop their strength and dexterity as they push the wheeled toys, experiment with the water, or

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need to do better?

pretend to paint the house. n Children begin to learn about number. They enjoy games and number rhymes to support this. Most-able children spontaneously count how many flowers they have on their play dough model. Others comment that the circle they are sitting in is more like a semi-circle because there is a gap.

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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 be even more ambitious and specific about the vocabulary older children could be learning in relation to a theme or topic n strengthen further processes for monitoring all aspects of the provision.

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Setting details

Unique reference number 2718092 Local authority North Yorkshire Inspection number 10337114 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 52 Number of children on roll 25 Name of registered person Almond, Mandy

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reference number

Telephone number 07554864472 Date of previous inspection 26 February 2024

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Information about this early years setting

Sparkles Day Nursery registered in 2023 and is situated in Selby town centre. The nursery opens Monday to Friday all year round, from 7.30am to 5.30pm. It is closed on bank holidays and for two weeks at Christmas. There are eight childcare staff employed, of whom the majority hold appropriate early years qualifications at level 3 or above. The provider offers government funded early years places.

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Inspection activities

n The inspector observed children taking part in a range of activities both indoors and out and discussed their learning with staff. n The inspector spoke with the manager, owner and staff during the inspection. Parents and children also contributed their views and these were taken into account. n The inspector observed the quality of care and teaching, and assessed the impact this has on children's learning, development and welfare. The inspector also carried out a joint observation with the manager. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. They also discussed the leadership and management of the setting. n The inspector looked at a sample of documents required for the safe and effective management of the provision. This included training certificates, suitability checks and information about the children stored electronically.

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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

7 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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