Upsadaisy Nursery

Nurtured @ Shiregreen

Unique reference number (URN): EY501481 Address: 551 Bellhouse Road, Sheffield, S5 0ER Type: Childcare on non-domestic premises Registered with Ofsted: 17/06/2016 Registers: EYR, CCR, VCR Registered person: Upsadaisy Ltd

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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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Achievement Expected standard

Babies and toddlers enjoy looking at books with the adults who care for them. They begin to babble or say single words. Toddlers learn to take turns with their friends. They develop their listening skills as they take part in small-group sessions. Pre-school children become ready to start the next stage in their education. They learn how to use the toilet with growing independence. Children hold conversations and begin to learn how to hold a pencil to make marks. Children with special educational needs and/or disabilities and those known to, or previously known to, children's social care make progress towards their individual milestones. They build positive relationships with their key persons and generally settle well at the nursery.

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Achievement Expected standard

Typically, children make suitable progress towards their next steps in development. However, at times, younger children take part in activities that are too advanced for their age and stage of development. This does not consistently support some children to make the progress they are capable of in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide a stimulating learning environment. They work closely with children to promote their concentration and focus as they play. Children typically enjoy exploring the nursery and playing with staff and their peers. This, in turn, promotes their engagement in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff offer praise to children for their efforts or when they say please or thank you to others. Children show pride in their achievements and cheer when they complete a challenging activity. They build friendships with their peers and are kind to each other. For example, children help each other to serve their meals at lunchtime. Staff encourage children to share, and even young children show their understanding of this. For instance, toddlers wait patiently and say 'my turn' when their friend has finished a task.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of children's attendance to parents and carers. Children typically use their full entitlement to their early education. However, leaders describe how they will continue to work with parents to address barriers to attendance.

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Children's welfare and wellbeing Expected standard

Staff identify that some children find it difficult to regulate their emotions. In response, they have introduced a 'calm corner', resourced with sensory toys and mirrors. This provides children with a quiet space if they need further support to manage their feelings.

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Children's welfare and wellbeing Expected standard

Staff support children to wash their hands before eating. Children receive regular opportunities to play outside in the fresh air. They enjoy healthy meals, such as chilli and rice and portions of fruit. Leaders are aiming to reduce the number of sweet foods that they offer to children. This helps to promote children's understanding of a balanced diet. Staff support children to eat together and promote good manners. They are respectful when supporting children's care routines. For example, staff ask children for permission before taking them to change their nappy. Overall, children's health and welfare are supported appropriately.

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Children's welfare and wellbeing Expected standard

Children's attachments with staff are typically positive. However, when several new children start together, the strategies used are not always successful in helping children feel settled. This affects children's emotional wellbeing and the time staff can spend supporting others. Leaders recognise this and plan to review settling-in arrangements.

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Curriculum and teaching Expected standard

Leaders have a clear plan of the skills and knowledge that they want children to develop. Staff regularly observe children's play to support them in deciding the next steps for their development. They provide typically suitable activities and experiences to support children to work towards these next steps.

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Curriculum and teaching Expected standard

Staff sing number rhymes and songs to support children to learn how to say numbers in the correct order. They use props to encourage children to count objects. Staff support children to develop their core strength and balance as they climb over small climbing frames. They read stories to children and hold conversations with them while they play. This helps to promote children's communication skills. Staff focus on developing independence for children of all ages. For instance, during mealtimes, staff help children to learn how to use open-top cups and cutlery. Staff build on these skills to support older children to serve their own portions at mealtimes.

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Curriculum and teaching Expected standard

Staff provide one-to-one time for children with special educational needs and/or disabilities (SEND) to support their learning. This ensures that children with SEND continue to make progress in their learning and development.

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Inclusion Expected standard

Leaders and staff use their knowledge of the children that they care for to identify gaps in their learning. Staff work with leaders to continue to closely monitor children's development. They recognise when they need to make referrals to the relevant professionals. Staff use visual timetables to support children to understand what is happening next. They make suitable adaptations to daily routines, such as mealtimes. As a result, all children are supported to feel included at these times. Staff use these approaches to ensure that the individual needs of children with special educational needs and/or disabilities (SEND) continue to be met.

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Inclusion Expected standard

Leaders have invited advisers from the local authority inclusion team into the nursery to support children and staff. They support staff to develop and review the learning plans for children with SEND. This promotes their ongoing progress. Parents and carers report that they appreciate the communication and partnership working from staff.

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Inclusion Expected standard

Leaders have used early years pupil premium funding to develop children's play spaces in the nursery. They aim to provide experiences that children might not receive elsewhere. For example, leaders have created a forest school area in the garden. Leaders have used additional SEND funding to develop a sensory room. This helps to provide children with a dedicated space to receive more focused support for their learning and emotional wellbeing.

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Leadership and governance Expected standard

The nursery has undergone a change in ownership since the previous inspection. At the time of the inspection, there was no permanent manager in role. Additionally, there are some vacancies for permanent staff members. However, leaders have ensured that managers from linked nurseries are on site daily. This ensures that staff and children remain supported. When possible, leaders have ensured the use of long-term agency staff to provide consistency for children. Leaders are working hard to recruit a permanent management and staff team as soon as possible.

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Leadership and governance Expected standard

Leaders with responsibility for children with special educational needs and/or disabilities (SEND) obtain further qualifications to support them in their roles. They provide guidance for staff in relation to the support that is in place for children with SEND. Staff carry out training on topics, such as supporting children's behaviour. They report positive levels of wellbeing and say that they feel supported by leaders. Leaders acknowledge that some staff need further support to strengthen their interactions with children. They regularly work alongside staff, to model effective practice and provide coaching. Consequently, improvements to staff's skills and knowledge are being made. However, this is not yet embedded enough to ensure consistency in staff's practice across the nursery.

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Compulsory Childcare Register requirements

This setting has 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 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

Children enjoy playing and exploring alongside the caring staff team. They excitedly greet visitors and are keen to show them their artwork. Children learn how to keep themselves safe as they play. For example, during their outdoor play, children know to place hay on the wet floor to prevent slips and trips. Children enjoy their time in the forest school area. They make magic wands from sticks and ribbon and have fun playing with their friends. Children develop their sense of imagination as they pretend to wave their wands and cast magic spells. Staff encourage children to think of their own ideas for their play and learning. Children delight in turning their wands into paintbrushes and make marks using mud mixtures, developing early writing skills.

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

Staff extend children's play and learning. For instance, they support children to draw straight lines and connect them to make recognisable letters of the alphabet. This supports children's early writing skills in preparation for starting school. Staff challenge children to use their thinking skills. For example, children identify that a penguin does not belong on a farm when playing with the animal toys and pretend to build a new habitat for the penguin.

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

Babies develop their early communication skills as staff use finger puppets to promote their engagement. Toddlers sit well in groups to listen to and learn songs and rhymes. Staff recognise that some children, in particular those with special educational needs and/or disabilities, may need further support to engage in whole-group activities. They sensitively support children to join in at a pace that they feel comfortable with. This supports children to develop their sense of belonging in the nursery.

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

Parents and carers are invited into the nursery to attend stay-and-play sessions. They attend workshops on topics, such as potty training. Leaders and staff are developing

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 17/06/2016 effective relationships with parents. This, in turn, promotes children's ongoing attendance at the nursery.

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Next steps

Leaders should strengthen staff's focus on the age-appropriate skills and knowledge that they want younger children to achieve when planning for their learning. Leaders should review the arrangements for settling-in sessions, and enhance the strategies used by staff to further support children who are new to the nursery to feel settled. Leaders should continue to guide and coach staff, to build on their practice and ensure that interactions with children are of a consistently high quality.

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About this inspection

The inspectors spoke with leaders, staff, the special educational needs coordinator and parents 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. Registered person: Upsadaisy Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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