Park Hall Day Nursery

Park Hall Day Nursery

Unique reference number (URN): 2623528 Address: 110 Congleton Road South, Talke, Stoke-on-Trent, ST7 1LX Type: Childcare on non-domestic premises Registered with Ofsted: 10/05/2021 Registers: EYR, CCR, VCR Registered person: Johnson, Susan Alice

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Since the last inspection, staff have received targeted training to help them to manage children's behaviour effectively. Leaders regularly observe staff to ensure their approaches are consistent and in line with expectations. Staff use praise to encourage and celebrate children's achievements. For example, when they refer to something being 'cold', they praise young children who respond with 'brr', showing their understanding of language.

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Behaviour, attitudes and establishing routines Expected standard

Staff act as positive role models, teaching children to play cooperatively and follow simple instructions. Older children make up their own room rules, which helps them take ownership of their choices and actions and promotes responsibility. Staff focus on building strong bonds with children to ensure they feel safe and confident to share their feelings and emotions. Parents and carers know who their child's key person is and report positively on the support leaders provide to improve children's situations. This enhances the wellbeing of both parent and child and encourages children's regular attendance. Leaders talk to parents about the importance of regular attendance to promote stability and learning.

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Inclusion Expected standard

Since the last inspection, leaders have been working directly in the rooms to ensure children who face barriers in their learning receive the support they need. Leaders monitor their progress, identify gaps and give key persons ideas to address these areas directly, such as using objects alongside words to promote children's communication and language skills. Leaders communicate openly with parents and carers and seek support from external professionals to improve children's situations. They review children's development with parents and agree simple targets to focus on. This, additionally, helps parents to continue children's learning at home, to promote a coordinated approach. Leaders conduct their own research and have booked further training to meet the needs of children with special educational needs and/or disabilities (SEND). Parents praise the team for the support children with SEND receive, noting that staff replicate exercises recommended by external

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Inclusion Expected standard

professionals to strengthen children's physical skills. Leaders understand how to use funding to ensure children in receipt of early years pupil premium fully benefit from targeted resources and equipment. They know to measure the impact funding has on children's learning and development.

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Achievement Needs attention

Children make progress from their starting points, particularly those with special educational needs and/or disabilities (SEND). However, some children's achievement in mathematics remains lower than expected. Children develop secure communication and language skills. They take part confidently in daily group times and benefit from one-to-one sessions, aimed at helping them to recognise and use familiar words.

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Achievement Needs attention

Children positively engage in learning, when activities reflect their interests. For example, they make sounds when playing with cars. This expands their vocabulary. Children who previously had limited language now use single words to communicate their needs and interests more effectively. Parents and carers of children with SEND report that staff provide them with helpful guidance and support to continue children's learning at home. This enables children to achieve their learning goals and reduces the need for specialist interventions from external professionals.

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Children's welfare and wellbeing Needs attention

Overall, children's safety is prioritised well. However, some staff do not always recognise risks that arise during the day. This does not fully protect children in the moment. However, once hazards are identified, staff respond promptly to reduce minor accidents.

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Children's welfare and wellbeing Needs attention

Children develop independence through everyday activities and play. Staff support them by offering choices, allowing time to complete tasks and praising their efforts. Activities such as dressing dolls, sensory play and putting on hats help children to practise and develop valuable self-help skills. Since the last inspection, leaders have put measures in place to ensure fresh drinking water is always available and easily accessible to children, promoting their health and independence. Children sit together with staff to have their drinks, strengthening their early social skills.

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Curriculum and teaching Needs attention

Leaders identify low attainment in mathematics. However, have not ensured that all staff receive the targeted support needed to build their confidence and knowledge in this area. As a result, some staff are unsure what they want children to learn and, therefore, do not consistently integrate mathematical ideas into children's play. In addition, some staff do not know individual children's next steps, so they cannot reflect these in their interactions. This limits the progress some children make from their starting points.

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Curriculum and teaching Needs attention

Staff build positive interactions with babies and children, which support their personal, social and emotional development. Staff regularly share stories and lead singing activities, giving children frequent opportunities to develop early communication skills. Staff model actions and give clear instructions, encouraging young children to copy movements, such as touching their nose. They explore musical instruments by shaking them 'high' and 'low'. Staff provide indoor climbing equipment to support the development of young children's physical skills and offer sensory activities that encourage them to practise using a spoon. These experiences help children to develop the coordination and independence needed for self- feeding. Leaders work with key persons to support children with special educational needs and/or disabilities, so that their needs are effectively met.

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Leadership and governance Needs attention

Since the last inspection, leaders have appointed a new manager and there have been improvement to policies and practice. They understand the areas that require further development and are working steadily to implement and embed changes. Leaders monitor staff workload and pressures during supervisions to ensure staff feel supported. They also work alongside staff in the rooms to manage tasks and develop strategies that make the workload more manageable. For instance, leaders have displayed children's next steps in all rooms to help staff understand each child's learning needs; however, they have not yet monitored how staff use this information. Consequently, staff do not consistently incorporate these next steps into their interactions with children, which limits the progress children can make. Leaders make decisions in the best interests of children with special educational needs and/or disabilities. They promptly identify these children's needs and put appropriate

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Leadership and governance Needs attention

support and strategies in place in partnership with parents.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Risk assessment procedures are not always effective because some staff are less vigilant than others to identify risks as children play. However, once hazards have been pointed out, they act quickly to address them and reduce the risk of minor accidents. Additionally, weaknesses in staff's curriculum knowledge, and inconsistent awareness of children's next steps, negatively impact children's progress, particularly in mathematics.

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What it's like to be a child at this setting

Children are happy, settled and they engage positively in the activities on offer. Children who face barriers to learning benefit from additional support that helps them to make progress and promotes regular attendance. Children feel encouraged and valued by staff, who praise their achievements, such as 'cheering' when children with delays in their physical development walk a few steps, reaching the arms of their key person. These experiences reflect positive relationships. Children understand routine expectations. For instance, they know that they need to put on their apron before engaging in water play, which they do independently.

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What it's like to be a child at this setting

Children's behaviour is well supported, with staff guiding them to take turns when playing group games. Children learn to play cooperatively. For example, when they become upset because they want the toy car that another child is playing with, staff ask if it is okay if their friend can join their play. This promotes children's social skills. Children experience warm interactions that support their communication skills. For example, babies enjoy hearing words in response to their babbling. Children take part in familiar songs and stories, which strengthen their early communication and enjoyment of language.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator and the designated safeguarding lead during the inspection.

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About this inspection

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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Address:

110 Congleton Road South Talke Stoke-on-Trent ST7 1LX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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