Spotty Zebra Day Nursery

Spotty Zebra Day Nursery

Unique reference number (URN): 2522855 Address: Spotty Zebra Day Nursery, Long Lane, Halesowen, Worcestershire, B62 9JZ Type: Childcare on non-domestic premises Registered with Ofsted: 11/04/2019 Registers: EYR, CCR Registered person: Spotty Zebra Day Nursery 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

All children develop age-appropriate knowledge and skills across the 7 areas of learning and development. They make progress from their starting points and are generally ready for their next stage of education, including school.

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Achievement Expected standard

Babies learn their first words and begin to pull themselves up to standing. They develop their physical skills further as they learn to feed themselves and push buttons to explore cause and effect. Overall, children develop their communication and language skills well. They learn new words such as heavy and tall and learn to count in order. Older children negotiate space in the outdoors as they ride on bikes and scooters. Children engage in discussion and learn to use signing to support their communication, such as 'please' and 'thank you'. They learn to become independent. Children go to the toilet, wash their hands and pour their own drinks. This supports children's self-help skills in readiness for school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance. They record and monitor patterns of attendance and support families to develop positive habits for children's learning. Leaders carry out regular check-ins through phone calls to overcome any barriers to attendance.

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Behaviour, attitudes and establishing routines Expected standard

Staff use a calm and nurturing approach to help babies and the younger children settle. Children seek staff for cuddles when they get upset. Through these sensitive interactions, all children build warm, trusting attachments. This supports them to feel secure and have a sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

Children are developing their self-help skills. For example, children independently hang their hats on their pegs, serve their own food and pour their own drinks. Staff praise their efforts with encouragement, high fives and stickers. This reinforces positive behaviour. Staff help younger children understand and follow routines. They adapt their approaches so all children, including those who have recently moved rooms, to take part. However, older children do not always experience this same consistent approach. At times, routines are not organised as effectively as they could be. This leads to some children waiting for long periods or becoming unsettled. Behaviour expectations are not applied consistently across the setting, so children do not always receive clear guidance about what is expected, which affects their engagement and understanding of some routines.

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Children's welfare and wellbeing Expected standard

Leaders ensure policies and procedures are regularly reviewed, updated and followed by all staff to support children's welfare and wellbeing. These are shared with staff and parents and put into practice across the setting. For example, staff share information about online safety and how to keep babies comfortable in hot weather. Risk assessments are carried out to keep babies and children safe. Leaders and staff regularly check room temperatures and follow safer sleeping practice. Babies and children have developed secure attachments with their key persons. Staff meet children's individual care needs sensitively, reflecting continuity from home. They respond to children's health needs effectively. All children show growing independence as they move through the setting. They learn to use the toilet, wash their hands and serve their own food. This helps them take responsibility for their personal care.

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Children's welfare and wellbeing Expected standard

Children enjoy being physically active and love spending time outdoors. They ride bikes and scooters and learn to balance. Children take responsibility for putting on their own sun hats and know to stay in the shade or come inside when it gets too hot. They help themselves to water and learn when they feel hot or thirsty, they need a drink. This supports children's understanding of making healthy choices that will benefit them in the long term.

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Curriculum and teaching Expected standard

Leaders have designed a sequenced curriculum across all areas of learning and development. Children's interests are weaved through the curriculum. Staff plan activities that build on what children can already do and what they need to do next in their learning and development. For example, staff introduce words such as 'heavy' and 'tall' as children build towers. Younger children talk about colours and sizes as they flick pom-poms into small goals that staff have set up. Older children learn to count and explore capacity as they fill and empty containers. This helps children develop early mathematical skills.

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Curriculum and teaching Expected standard

All children, including babies, show an interest in books. They choose books independently and turn the pages with anticipation. Older children talk about the pictures and begin to retell familiar stories. Staff read stories and introduce new words. They help children understand feelings using stories and props. Children talk about emotions such as happy and love. They respond with ideas of how these emotions can be shown, such as giving cuddles or sharing toys. This helps to develop children's emotional vocabulary. All children enjoy singing songs such as, 'Twinkle, Twinkle Little Star'. They join in with actions, movements and signs. However, at times, staff do not always use these interactions quickly enough to support older children who become distracted. This means that some children who need help to stay focused do not always fully benefit from the learning opportunities available.

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Inclusion Expected standard

Leaders and staff are generally quick to identify when children's needs are emerging or changing. Staff use screening tools to check all children's communication and language skills. They use visual signing and make small adaptations to teaching so that all children can take part in activities. Children enjoy using visual signs with staff and with each other. This helps them to develop early communication skills. Furthermore, leaders choose resources carefully to support children's development, such as large play equipment and spinners that offer calming sensory experiences.

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Inclusion Expected standard

Leaders work with other professionals to ensure children get timely help. They review and monitor individual plans, and involve parents and staff. In addition, they seek advice and guidance from the local authority Integrated Early Years Inclusion Team to ensure children receive support. Leaders are reflective and attend network forums within their locality with other leaders. This provides opportunities to share experiences and access peer support. Leaders use the early years pupil-premium funding effectively. They purchase resources, and train staff to use Makaton so that all children benefit from enhanced communication and language support. As a result, children, including disadvantaged children and those previously known to children's social care, make progress in their learning and development.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They take action in response to changes in legislation, such as updating policies and supporting staff to understand and implement changes, including online safety. Leaders work with parents to promote children's welfare and wellbeing. They review risk assessments and respond to emerging needs. Leaders and staff continually risk assess the environments children use, in order to keep them safe. For example, when temperatures rise, leaders adapt the environment and activities so babies and children remain cool and safe. Leaders demonstrate commitment to ongoing improvement. They make decisions that prioritise children's safety and wellbeing.

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Leadership and governance Expected standard

Overall, parents are happy about their children's care and education. They feel their child is making good progress, particularly in their communication and language. Parents speak positively about transitions, both into school and between rooms. They appreciate how well staff support their children to settle into new environments. However, leaders and staff do not always ensure that parents are kept up to date about what their children are learning in the setting. This means parents do not always know how to support their child's learning at home.

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Leadership and governance Expected standard

Staff feel supported by leaders. Leaders prioritise staff wellbeing through regular meetings and supervisions. Their involvement in local network meetings, enhances practice and helps them to access peer support. Leaders have plans to further develop staff knowledge so they continue to meet children's needs effectively.

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

Children experience a calm arrival that helps them settle quickly into their day. They are greeted warmly by staff as they enter the setting, and parents bring them to their rooms. Children confidently separate and begin to play. All children have built attachments with their key persons. This helps them to feel safe and secure.

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

Babies engage in a range of planned water and sensory experiences. They explore with ice sealed in bags for texture and use chunky tools to strengthen the small muscles in their fingers. Babies use these with confidence as they squeeze tools to release water. They smile and show clear enjoyment as bubbles fall onto their heads. Younger children independently access their bottles from the drink box, demonstrating early self-help skills. Younger children enjoy sociable mealtimes where they sit together with staff and confidently use cutlery to feed themselves. Children enjoy their breakfast and are encouraged to self- serve cereal and pour their own milk with close supervision. Staff engage older children in conversation, telling them they will grow into giants if they eat their sweetcorn, linking this to a familiar advert and sparking children's interest. This helps children to develop their self- care and social skills.

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

All children show kindness and respect towards each other. They have a gentle approach to one another and help their friends if they become unsettled or dysregulated. This supports children to develop emotional resilience and build trusting relationships, preparing them for their next stage of education. Leaders and staff promote the importance of regular attendance. They support families to develop routines and positive habits for future learning.

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Next steps

Leaders should strengthen parent partnerships so that all parents receive clear and timely information about what their children are learning. Leaders should support staff to develop consistent high-quality interactions to fully engage older children in their play and learning. Leaders should fully embed clear and consistent behaviour expectations and routines so that all children are supported to understand what is expected and remain engaged, helping them to follow daily routines successfully.

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Address:

Spotty Zebra Day Nursery Long Lane Halesowen Worcestershire B62 9JZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Spotty Zebra Day Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, staff, parents and children 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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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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