Old MacDonald's Day Nursery and Preschool ltd

Inspection of Old MacDonald's Day Nursery and Preschool ltd 9 Orchard Street, Weston-super-mare BS23 1RG

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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 Not applicable

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The provision is good

Children arrive happy, and staff engage them immediately, so they are excited and eager to explore the activities. For example, older children experiment with making porridge, noticing the changes as they add water. Young children are fascinated by the marks they leave behind in shaving foam, and staff respond well to children's suggestions, such as adding glitter to make it sparkle. Leaders deploy staff successfully, ensuring they keep children safe and provide effective emotional support, care and learning.

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The provision is good

Staff training has had a positive impact on staff understanding children's behaviour, such as schemas, and using these patterns of learning to support children's development. For example, staff give beanbags to children who throw toys to aim into a container, helping with their hand-eye coordination.

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The provision is good

Leaders and staff plan an ambitious curriculum for all children. This inclusive setting focuses on where children may need additional support. Leaders ensure all staff know each child's individual needs and how to assist them to make the best progress they can. The curriculum builds on what children can already do so that step by step they become confident in using their new skills and knowledge. Children develop positive attitudes to learning, which prepares them well for school.

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need to do better?

n There is a strong leadership team. They mentor new and less experienced staff, providing feedback from observations of their practice to help ensure all children receive high-quality interactions. Leaders continually review and evaluate their practice, seeking the views of parents, staff and children. For example, they have improved the way they provide information for parents. Leaders have involved the nursery in a local initiative to support children learning English as an additional language (EAL), and this has had a positive impact on the quality of teaching and children's learning. n Children have good opportunities to develop their language skills. Staff are interactive with those reluctant to speak, providing a narrative for their play, using appropriate, simple words. They give young children, and those learning EAL and/or with special educational needs and/or disabilities (SEND), visual aids

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need to do better?

to help their understanding. They give children enough time to think and respond to questions, engage them in songs and stories and use lots of repetition to help children to remember. n Staff know the children well and plan successfully to motivate their learning and play. They encourage children to explore and experiment, learning through trial and error. For example, older children work together well to fill a flexible tube

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need to do better?

10 April 2025 with water, suggesting using a funnel to make it easier. Then they excitedly take it in turns to blow the water out of the tube and see how far it goes, having enormous fun while learning. n Children behave well. Staff are kind and gentle with children, providing good role models. They are open and honest with children, supporting them in sensitively understanding the needs of those with SEND. Children learn to respect and value each other's differences and similarities, developing positive relationships. However, on occasion, noise levels in the pre-school make it harder for some children to hear or be heard. n Staff provide good support for children to become increasingly independent. Young children learn to manage cups for drinking, and older children proudly demonstrate how they can put on their shoes and do up the buckles. Overall, staff make good use of routines, such as helping children identify what is

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need to do better?

missing from the snack table and enabling them to peel fruit, cut it up and pour drinks. However, there is inconsistency in how well staff use routines to extend children's mathematical development. n Leaders and staff develop important partnerships with parents. They are proactive with those harder to reach and sensitively support their involvement, understanding the positive impact this has on children's development and care. Staff work closely with parents to help ensure children become independent in their personal needs and develop a good awareness of healthy practices. Parents and carers are incredibly positive about the support from staff and their children's care and development.

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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 improve the implementation of good practice to keep noise levels down and enable all children to hear and be heard better n ensure consistency in the staffs' use of daily routines to support older children's mathematical development even further.

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Setting details

Unique reference number 2710402 Local authority North Somerset Inspection number 10380710 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 46 Number of children on roll 56

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Name of registered person

Old MacDonald's Day Nursery and Preschool Ltd

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reference number

Telephone number 07740310582 Date of previous inspection Not applicable

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Information about this early years setting

Old MacDonald's Day Nursery and Preschool registered in 2022. It is privately owned and operates from Weston-Super-Mare, Somerset. The setting opens Monday to Friday from 8am to 6pm. There are nine members of staff. Of these, the manager and one member of staff hold an appropriate early years qualification at level 6. One member of staff holds a qualification at level 5, three at level 3 and one staff member holds a qualification at level 2. The setting offers government funded places.

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Inspection activities

n The manager and inspector completed a learning walk together and discussed the early years curriculum. n The inspector talked to staff at convenient times and observed the quality of teaching, indoors and outdoors, assessing the impact this was having on children's learning. n The manager and inspector conducted a joint observation of the quality of teaching and learning during an adult-led, whole-group activity in the toddler room. n The inspector spoke with parents and children, taking account of all their views. n The manager and inspector discussed the leadership of the setting, and the inspector sampled documentation, including evidence of the suitability of staff.

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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

10 April 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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