Parrock House Day Nursery

Inspection of Parrock House Day Nursery 26 Parrock Road, Barrowford, Nelson, Lancashire BB9 6QF

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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 settled, happy and content in this calm and homely setting. Staff support them to explore and learn with wonder and curiosity. Children are positive towards new tasks and use their imagination skills throughout their play. Children enjoy being creative with real-life items. They weigh ingredients, mix them together and pass dough through a pasta maker. Furthermore, children make cups of tea with the addition of flowers to explore smell. They love to count spoonfuls of sugar as they stir them in. Children are respectful of the porcelain cups and saucers they play with. They tidy up with care and have pride in their nursery.

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The provision is good

Staff get to know children well and respond swiftly to their needs and preferences during play. Children engage effectively with the wealth of experiences on offer to them. These are often extended by staff into the large outdoor area. Babies enjoy transporting sand down wooden slides, which they replicate outside by rolling balls down ramps. Staff build on what children already know and can do, helping their learning to evolve sequentially.

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The provision is good

Staff fill children with confidence and boost their self-esteem. They offer plenty of praise and encouragement during children's play, helping them to persevere. Babies giggle with staff, and children seek cuddles if they feel upset. Staff support children to understand their feelings and how to respond to them. Children's emotional intelligence and security are a priority within the nursery. As a result, children are calm, caring and confident.

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need to do better?

n Children hold lengthy conversations with their peers and staff. They show a good understanding of language and its purpose. However, staff do not consistently support all children's speaking skills in order for them to reach their full potential. For example, staff occasionally use words such as 'doggy' or 'birdy' during children's play. This does not give children the clearest representation of the English language. Additionally, staff do not remove some children's dummies swiftly enough to allow them to talk clearly during play. This said, language is part of all children's play from the start. Babies learn to sign 'thank you' and repeat staff's names. n Partnerships with parents are well established and effective. Staff invite them into the nursery for monthly stay-and-play sessions to help them to understand about themes of play their children enjoy and how to continue learning at home. Parents are confident to share information about their children and are

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need to do better?

extremely happy with the updates they receive about their progress. n Staff have a good knowledge of children's stages in development, including how to identify any gaps in their learning. They observe children to help continue

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need to do better?

28 January 2025 their play using their interests and learning styles. Children play in a group, dressing up and pretending to be hairdressers and gathering their favourite items in handbags. Through good-quality interactions from staff, children remain focused for long periods. Children thrive alongside staff. n Staff consistently encourage children's independence. They pour their own drinks, self-serve snacks and meals and brush their own teeth. However, occasionally, when children wipe their own noses, staff do not remind them to wash their hands or do not have the necessary facilities nearby for them to successfully carry out this self-care routine. This said, in the main, staff consider children's well-being and help them to learn the importance of being healthy. n Staff help children to understand mathematical contexts in all aspects of their play. When children make volcanoes in the sand, they comment on the shape of

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need to do better?

the cone sieve and how they are making a 'big one'. Staff extend this by suggesting they make a 'gigantic volcano'. Additionally, children build large dens and use problem-solving skills to fit material to the shape and size of the construction. n Children have a range of opportunities to make marks and develop their early writing skills. They make lists of superhero images they wish to print. Children mix paint to match a colour swatch and manipulate clay to help strengthen their hand muscles. n Leaders and staff have clear intentions for children and share the same passion for the delivery of their curriculum. Staff are well coached and understand their role in children's learning and development. They complete training regularly. This has a positive impact on staff's knowledge and skills in order to provide a good level of education for children.

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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 support staff to understand and how to embed even more effective communication strategies, enabling all children to reach their full potential in their language skills n support all children to carry out their own hygiene routines more thoroughly.

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Setting details

Unique reference number EY343343 Local authority Lancashire Inspection number 10368630 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 50 Number of children on roll 41 Name of registered person Parrock House Day Nursery Limited

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reference number

Telephone number 01280 604 555 Date of previous inspection 28 March 2019

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Information about this early years setting

Parrock House Day Nursery registered in 2007 and is situated in Barrowford, Nelson. The nursery employs 10 members of childcare staff. Of these, seven hold appropriate qualifications at level 3. The nursery is open Monday to Friday, from 7.30am to 6pm, for 51 weeks of the year. The nursery provides government funded childcare.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the nursery, indoors and outdoors, and discussed how staff implement the curriculum. n The inspector observed the quality of education during children's play and assessed the impact on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times during the inspection. n The manager and the inspector carried out a joint observation. n The inspector held a meeting with the manager and provider. She reviewed relevant documentation and evidence of the suitability of staff working in the nursery. n Parents shared their views of the setting verbally and through written comments.

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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

28 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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