St Joseph's Nursery

Inspection of St Joseph's Nursery St. Josephs Day Nursery, 221 Doncaster Road, BARNSLEY, South Yorkshire S70 3QY

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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 eager to come to the setting and are well cared for. Staff greet children and welcome them into the setting. Children feel safe. They have a sense of belonging and happily wave goodbye to their parents and carers. Staff sit on the floor among children as they arrive and settle. Children learn to listen and respond in two-way interactions with staff. Children learn to take turns and develop social behaviour. Staff tune into children's language and repeat key words, such as 'yellow', so that children hear the correct pronunciation. The environment is stimulating and well organised. Staff create a wide range of experiences and activities for children to explore so that they become enthusiastic learners.

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The provision is good

Leaders understand children's needs. They carefully design a sequenced and ambitious curriculum that focuses on children's communication and language. Staff offer a clear routine so that children know what is happening now and next. They share core stories and rhymes with children. Staff read with enthusiasm so that children become involved and engaged. Children learn language, rhythm and vocabulary through repetition. They develop a love of reading and books and are eager to learn. Children choose stories, ask staff to read to them and handle books with care. They play outside each day and experience guided activities in small groups. Children learn to balance and ride bicycles on the track. Staff playfully teach them the signals and signs to 'stop' and 'go.'

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need to do better?

n Children start the day in small groups. They welcome each other with a song and share rhymes, rules and expectations. Staff encourage babies and younger children to clap their hands and copy the actions. Children bounce gleefully and tap with wooden spoons. However, sometimes, staff sing very quickly and children are not able to recognise their names in the flow of words. This does not consistently help children to hear words and process information. n Interactions between staff and children are affectionate and consistent. Staff know children well and have clear expectations for children's behaviour. Staff support children to listen and respond. For example, they give clear instructions that encourage children to help put things away. Staff work as a team to guide children and give children specific praise that is meaningful. n Staff promote children's healthy lifestyles and choices. Children enjoy

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need to do better?

opportunities for physical play and exploration. Children learn to serve themselves and pour their drinks at mealtimes. They sit together to share a home-cooked lunch. Staff create activities where children can bake together and learn about food. n Staff offer lots of activities that develop children's coordination and manipulation skills. They promote mark making in all areas of children's play. However, on

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need to do better?

7 February 2025 occasions, staff plan advanced activities for children before they have mastered the necessary pre-writing skills. For example, they encourage older children to write their names at registration when they are not yet at this stage of development. n Parents say that they could not speak more highly of the setting. They say it is a 'home from home.' Parents say that they feel welcome, and that staff share information in daily conversations, termly reports and at parents' evenings. They comment that they appreciate the 'endless support' and help. Parents report that their children make excellent progress, especially in their language and communication. They say that their children develop kindness and a sense of community. n Staff promote diversity and inclusion. They create experiences and celebrations that reflect diverse cultures. Staff display greetings in a variety of languages that represent their community. Staff work closely with local schools so that

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need to do better?

transitions are smooth. Leaders collaborate with other professionals to support children and families, especially children with special educational needs and/or disabilities and children who speak English as an additional language. n Leaders provide a wide range of resources and spend additional funding on equipment that extends children's interests and promotes their language, such as developing a themed shed about the sea. Staff share ideas from training and implement them into their practice. For example, they use simple sign language.

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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 give children more opportunities to hear words clearly, process information and recognise familiar words and names n support staff to sequence children's learning more precisely during planned activities.

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Setting details

Unique reference number 302861 Local authority Barnsley Inspection number 10380619 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 143 Name of registered person St Joseph's Day Nursery & Pre School Ltd

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reference number

Telephone number 01226 290189 Date of previous inspection 17 June 2019

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Information about this early years setting

St Joseph's Nursery registered in 1998 and is located in Barnsley. The setting employs 19 members of childcare staff. Of these, 16 staff hold appropriate early years qualifications at level 3 and above. The setting opens all year round, from 8am to 6pm, Monday to Friday. It offers government funded childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The manager showed the inspector the areas used by the setting and explained about the curriculum focus and how the provision is organised. n The inspector held a number of discussions with leaders and staff. n The inspector looked at relevant documentation. n The inspector observed interactions and play between children and staff indoors and outside. n The manager participated in a joint observation of staff with the inspector. n The inspector observed planned activities and play. n The inspector spoke to parents during the inspection and took account of their views.

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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 February 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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