Chatterbox Day Nursery

Inspection of Chatterbox Day Nursery 18 Avondale Road, Southport PR9 0ND

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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

Staff provide a happy and safe environment for children. They get to know the children well and build positive relationships with their parents and carers. This promotes a shared approach to children's care and learning, which helps children to settle and feel secure. Staff are alert to children's emotions and behaviour. They act quickly to resolve and avoid minor disputes. Staff teach children about how their actions can impact others. Staff promote children's personal development well. For example, babies are comforted and cuddled by caring staff, who use family photos to help them settle in. The nurturing support from trusted adults supports all children, including those with special educational needs and/or disabilities (SEND), to develop a real sense of belonging. Consequently, children are confident, kind and behave very well.

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The provision is good

Staff prioritise communication and language development in their curriculum. A wide range of teaching methods, such as basic sign language and visual aids, are used alongside spoken words. For instance, babies enjoy singing songs and clapping hands as they develop an understanding of rhythm and rhyme. In addition, staff skilfully introduce new words such as 'aromas' and 'spiral' as they narrate older children's play. All children are continually developing their communication and language skills. Staff are preparing children well for their next stage of learning and subsequent move to school.

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need to do better?

n There is strong support for children with SEND and children who speak English as an additional language. Passionate staff work very well with specialist professionals to create resources that develop the communication and language of children with SEND. This helps all children to make good progress in their social confidence and communication. n Partnerships with parents are strong. Parents are provided with effective feedback about their children's progress. They appreciate and value the support they are offered from staff. Parents comment that they particularly like the lending library, where they can borrow resources to help their children in the home environment. For example, children enjoy choosing board games to play at home that support their development in early mathematics. In addition, parents report that their children enjoy attending and have made strong bonds with staff. Parents say that the setting is like a family.

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need to do better?

n Children build on and develop their physical skills well. Staff provide resources that challenge children to take appropriate risks through their play. For example, younger children develop their small muscles as they use a range of tools such as whisks and tweezers to make 'flower tea'. Older children enjoy climbing and balancing on large apparatus. This builds their confidence and supports their

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need to do better?

21 February 2025 emotional development, and they show pride in achieving their goal to walk along the balance beams. Children develop their awareness of their surroundings and coordination. n All children make good progress from their starting points. Overall, staff plan an ambitious and well-sequenced curriculum. They place a strong focus on supporting children to develop skills for life, such as independence, confidence and empathy. Staff use assessments to plan for children's next steps in learning. However, occasionally, some staff do not identify children's next steps as precisely as possible to help them make even better progress. n Staff teach children new skills during large-group activities, such as talking about the days of the week and weather. They also discuss the benefits of eating healthy foods and the impact it has on their good oral health. However, on occasion, younger children are expected to take part in large-group times and

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need to do better?

sometimes find it hard to sustain their attention. At these times, younger children do not benefit fully from the intended learning experiences. n Children are beginning to learn some good hygiene routines. For example, they independently wash their hands before lunch. However, some hygiene routines are not consistently promoted by staff. This means, at times, children do not receive consistent messages about the importance of personal hygiene practices. For instance, they do not always wash their hands after carrying out personal care, such as wiping their nose, to help minimise the spread of any germs. n Leaders and staff have a shared vision and are committed to providing all children with the highest quality care and education. Staff morale is high, and they speak positively about the strong support they receive, both in their professional roles and for their personal well-being.

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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 refine children's next steps even more precisely to support their already good progress even further n review the organisation of group times so that all children gain the most from the intended learning experience n embed hygiene practices so they are consistently followed by all staff to promote children's understanding of good hygiene and healthy lifestyle habits.

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Setting details

Unique reference number EY489937 Local authority Sefton Inspection number 10372145 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 26 Number of children on roll 75 Name of registered person Chatterbox

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reference number

Telephone number 01704 531256 Date of previous inspection 3 April 2019

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Information about this early years setting

Chatterbox Day Nursery registered in 2015. It is situated in the Southport area of Merseyside. The nursery employs 15 members of staff. Of these, 11 hold appropriate early years qualifications at level 3. The nursery is open 7.30am until 6pm, from Monday to Friday, for 51 weeks of the year, excluding bank holidays. The nursery offers government funded early education.

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Inspection activities

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. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager met with the inspector to discuss issues such as recruitment and staff supervision. She ensured that relevant documents were available for the inspector to view. n The manager and the inspector carried out a joint observation. n The inspector viewed several testimonials from parents 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

21 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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