|Ofsted Inspection Rating||Good|
|Inspection Date||12 December 2019|
|Address||Bushbury Triangle Children’s Centre, 74a Stanley Road, WOLVERHAMPTON, WV10 9EL|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
What is it like to attend this early years setting?
The provision is good
All children are welcomed into this unique and intimate setting which forms part of a larger nursery located next door. Children confidently separate from their parents. They settle quickly into the setting and move confidently around the space. Children form strong bonds with staff, who know them extremely well and plan effectively for their next steps in learning.Children are encouraged to lead their own learning. They choose what they want to play with, and staff promptly follow their interests. Children access a wide range of activities and enjoy experimenting with the natural materials and resources on offer. For example, they use real vegetables during role play. This helps children to make connections with the wider world. Children with special educational needs and/or disabilities (SEND) thrive in this inclusive setting. Staff skilfully adapt activities and deploy specialist resources to ensure all children are fully included.
What does the early years setting do well and what does it need to do better?
nStaff place children at the heart of the provision. Children are encouraged to talk about their ’favourite toys’ at nursery. Staff are sensitive to children’s likes and dislikes and use interactive displays to capture their views about the provision. For example, one child ’enjoys painting’ but ’does not like running’.nThere are effective procedures in place to settle children into the nursery. Staff obtain important information about children and work with parents to establish their starting points. This helps them to plan initial learning opportunities.nStaff work with parents and professionals to support children with SEND. They contribute to assessments and attend multi-agency meetings to promote the best outcomes for children.nChildren form strong attachments with staff, who are nurturing and responsive to their individual needs. Staff know children and their families extremely well and make accurate assessments of progress. This helps them to consistently move children forward to their next stage in learning.nChildren are active learners; they move confidently around the nursery and select from the wide range of open-ended activities on offer. All children make at least the typical progress from their starting points.nRegular parents’ evenings and stay-and-play sessions encourage parents to participate in their child’s learning. Children proudly showcase their work and take part in activities with their extended family.nStaff are supported to develop professionally though effective support and supervision sessions. Leaders and managers undertake observations of staff and are developing peer observations to help them identify development points and set targets. Staff have access to an online training package which helps them to remain professionally up to date.nStaff have developed a variety of techniques to encourage children to behave well. They use visual rules and remind children to be ’kind to their friends’ and tackle unwanted behaviour promptly. However, they do not always explain why certain behaviours are not welcome in the nursery.nChildren are well prepared for their next stage in learning and eventual move to school. Staff share information between settings and manage transitions effectively. They have developed strong relationships with local schools and take part in taster visits. This helps children to develop their confidence and move seamlessly between provisions.
The arrangements for safeguarding are effective.Staff are highly vigilant in keeping children safe from harm. They recognise the signs of abuse and neglect and know the steps to take if they are concerned about a child. Staff use risk assessment effectively to ensure that children are not exposed to hazards. Children are well supervised as they move between the indoor and outdoor environments. Staff are well trained and clear about their responsibilities. They know the actions they must take if they are concerned about an adult working with children.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should:ncontinue to develop peer observations to raise the quality of teaching to an even higher levelnbuild on children’s understanding of the consequences of their actions to enhance their good behaviour even further.