Kinder Castle

Kinder Castle

Inspection report for early years provision

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Kinder Castle

Unique Reference Number EY280850 Inspection date 11 July 2006 Inspector Cathryn Parry

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Kinder Castle

Setting Address 4 Tynemouth Road, Tynemouth, NE30 4AY

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Kinder Castle

Telephone number 0191 2704545 E-mail info@kinder-castle.co.uk Registered person Kinder Castle Ltd Type of inspection Integrated Type of care Full day care

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Kinder Castle

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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WHAT SORT OF SETTING IS IT?

Kinder Castle Nursery is owned and managed privately. It registered 2004 and operates from purpose built premises. It is situated in the centre of Tynemouth, North Tyneside. A maximum of 63 children may attend the nursery at any one time. The nursery is open each weekday from 07.30 to 18.00 for 51 weeks of the year. All children share access to two secure outdoor play areas. There are currently 74 children aged from six months to under five years on role. Of

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WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 these, 14 children receive funding for early education. Children come from a wide catchment area. The nursery currently supports a number of children with learning difficulties and also supports a number of children who speak English as an additional language. The nursery employs 13 members of staff. All of the staff hold appropriate early years qualifications and two are working towards a further qualification.

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Helping children to be healthy

The provision is good. Children are learning very good personal hygiene practices through consistent routines and positive role modelling. They are encouraged to wash their hands after using the toilet, before meals and after messy activities. All children clean their teeth, with older ones showing a good understanding of why they need to brush them. The premises, toys and equipment are all very clean and well maintained, which enhances children's health. All staff have completed first aid training, which in conjunction with comprehensive policies and very good relationships with parents, ensures children are cared for well should they become ill. This reduces the risk of cross infection. All relevant documentation with regard to health, including specific dietary needs and consent forms are in place and up to date. These positively safeguard children’s well-being. Children thrive as staff provide healthy and nutritional meals and snacks. All food

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Helping children to be healthy

offered to the children is organic and homemade. The cook is keen to meet individual needs, with her friendly and approachable nature meaning parents freely speak to her about their children's diets. Pureed fresh vegetables and fruit are offered to babies to enhance their well-being. A varied and imaginative menu encourages children to have a good awareness of healthy meal options and the opportunity to try new foods. Older children have opportunities to participate in well planned activities, such as making vegetable soup, this promotes good life style habits. Parents have the choice to provide packed lunches if they wish, with staff offering advice on appropriate nutritional food options and safe storage. This promotes children's well-being, whilst meeting parents wishes. Children confidently ask for drinks when they are thirsty, as well as having water and milk regularly provided. Older children

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Helping children to be healthy

have individual water bottles, which they freely access during the day. This promotes independence.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. The premises are made welcoming and friendly to children and parents. They are very clean and brightly decorated with a parent's notice board and informative files, which can be freely accessed. Children's art work and varied posters are displayed at adult and children's height, resulting in an attractive environment for adults and

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 youngsters. Children are able to explore confidently using high quality resources suitable for their age and stage of development. These include a range of natural resources, which enables all children to explore using their developing senses. They participate in activities fully as furniture and equipment are of an appropriate size, including large comfortable chairs for feeding babies or sharing a story. Individual routines are sensitively maintained, ensuring children can relax and sleep in either the separate sleep room for babies and younger children, or partitioned areas for older ones. This promotes their overall well-being. Children are safeguarded very well as premises are secure at all times. This is supplemented with effective procedures for adults collecting children. These include

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Protecting children from harm or neglect and helping them stay safe

individual key fobs and passwords. All safety equipment is in place reducing the risk of accidents. This is complimented by staff responding to hazards, for instance, mopping up spilled water so that children do not slip. They are well protected, for example, the staff use simple explanation and encouragement with regard to staying safe, such as not throwing the soil as it may go in someone's eyes. As a result, children begin to understand the potential dangers and how to keep themselves and others safe. Very good adult to child ratios and written risk assessments, ensure children's safety when they go on outings. All staff have attended relevant child protection training and demonstrate a sound understanding of associated issues. Appropriate documentation contributes positively to children’s safety.

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Helping children achieve well and enjoy what they do

The provision is good. Children really enjoy their time at the nursery and are eager to participate in the wide variety of activities provided. Younger children were observed thoroughly enjoying playing outside, with opportunities to crawl through tunnels, climb and use push along toys. Children up to the age of three make good progress as staff have a sound understanding of the Birth to three matters framework. Effective use is made of the local area giving children a breadth of opportunities, including taking babies for walks on the sea front and trips on the ferry for older girls and boys. A very good balance of child-centred and adult-led experiences gives children a range of opportunities to play independently and in groups. Staff encourage children to be confident, independent and develop their self-esteem. This is through displaying children's art work throughout the nursery, offering appropriate support, for example,

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Helping children achieve well and enjoy what they do

when using the toilet and constant praise and encouragement. However, at meal times children are not consistently given the appropriate cutlery, which has a negative impact on developing their self-help skills. All children’s communication skills are fostered well through various activities, including songs and rhymes. This results in good interaction between themselves and staff. A variety of creative activities, such as feet printing, collage and modelling with play dough, promote children's self expression and coordination. Children delight in using their imagination, for example, when pretending calculators are mobile telephones and using the role play area furniture as a hidey hole. All children flourish as they access daily opportunities for outdoor play. Older children are able to run freely, as well as use age appropriate toys and equipment, including a two wheeled bicycle with stabilisers. This promotes their balance and coordination.

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Nursery Education The quality of the teaching and learning is good. Children are happy and self assured in the setting. Long, medium and short term plans relate clearly to the six areas of learning. Staff have a good understanding of the Foundation Stage, which results in children making good progress. This is evident in children's individual development files. However, although staff spontaneously adapt activities and experiences to meet children's individual needs, this is not differentiated on written plans. This has a negative impact on ensuring more able children meet their full potential. Staff offer suggestions and ask questions, which challenge children to think and develop their ideas. For example, when asking the children how they think the crab will feel, and if

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Helping children achieve well and enjoy what they do

it will be heavy or light. Staff respond promptly and with interest to children’s discoveries, information and news, including how the magnets move the metal filings, and where children are going on their holidays. Children access a good range of well chosen resources, which support their learning across the majority of areas. However, there are limited resources with regard to information, communication and technology, which hinders children's progress in this area. Children independently choose what to do, and concentrate well on their activities. An example of this is when a child was observed drawing the eye lashes on his picture of a fish. Both three and four year-olds are able to draw confidently using a range of tools, such as chalk, crayons and pencils. Children use counting and numbers well in everyday play situations, for example when counting how many spoons are needed at lunch time. They explore, test and develop physical control, including using a climbing frame.

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Helping children achieve well and enjoy what they do

Children are learning about themselves and the world they live in through a variety of experiences. These include looking for mini beasts and planting and growing bulbs. A visit to the Globe Gallery extended children's creative experiences with opportunities to paint on cellophane, which was attached to the windows. Children's self-help skills are generally encouraged appropriately, for example, when getting dressed after a nap. However, at meal times children are not given the opportunity to serve themselves, which has a negative impact on their progress in this area.

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Helping children make a positive contribution

The provision is good. Children are very well settled in the nursery environment. This is initiated through an effective induction procedure, which tailors visits to meet individual circumstances. Children are learning right from wrong and are starting to take responsibility for their own actions, for example not to hit another child. They show concern for each other, including helping each other to manoeuvre the larger bicycle if they get stuck. Toddlers and young children’s independence is developing well, as they can access a range of interesting and safe materials easily and freely. Many of the staff have previous experience of children with learning difficulties and disabilities. This has a positive impact on the provision of an inclusive environment for all children. Children's spiritual, moral, social and cultural knowledge is fostered well. The staff’s confident approach to equal opportunities actively contributes to children’s positive

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Helping children make a positive contribution

attitudes to the wider community. This is complemented with access to a wide selection of resources and related activities, for example, celebrating festivals from

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Helping children make a positive contribution

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 around the world. They are also encouraged to be involved in their own community, for example, singing carols at a local care home. Staff share their own feelings with children, including being excited for going on holiday. This encourages children to discuss how they feel and show empathy towards others. The staff show a sound knowledge of behaviour management, responding calmly but firmly to challenging behaviour. This results in children generally behaving well and spontaneously showing good manners. Partnership with parents is good. Parental feedback is encouraged in a variety of ways, including talking to staff daily, questionnaires and a comments and suggestions box. Any concerns or ideas are acted upon where possible. For example, a fence and gate were installed at the front of the premises to help parents

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Helping children make a positive contribution

with more than one child, to safely put them into the car. Detailed information is shared with parents daily, both verbally and through written diary sheets. This ensures they have a comprehensive understanding of the setting and experiences that their children participate in. A web-cam system is installed throughout the nursery, so that parents can see their children on their own computers away from the setting, with a secure log in facility. This promotes stability and continuity of care, as well as being reassuring for new parents. Parents and other family members are encouraged to be involved in the setting. An example of this includes a child's sister writing a book about their home country, Russia, to share with the children. Imaginative ideas are used by staff to build stronger links with home, including the children taking a toy dog home with a diary for parents to complete on his visit. Discussion with several parents and written letters, highlight their overall satisfaction

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Organisation

The organisation is good. Leadership and management is good. The manager is highly motivated, very enthusiastic and a good role model to staff. She shows a commitment to the professional development of her team, encouraging training in all areas. Regular team meetings, individual supervisions and an 'open door' policy, ensure staff feel valued and well supported. She has a clear understanding of the Birth to three framework and the Foundation Stage, enabling her to foster good practice throughout. She has a clear vision of achieving a very good balance of building children's personal and social skills, whilst ensuring academic progress. There are strong links between the manager and the nursery owners, one of whom is the business manager, and plays an active role in the running of the setting. Documentation for each child is organised well and stored confidentially, ensuring their privacy at all times. There is a robust recruitment procedure in place, including

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Organisation

appropriate checks on applicants, and an effective induction. This ensures appointed staff have suitable qualifications and experience to care for children well. The staff’s ongoing commitment to training has a significantly positive impact on the high quality of care provided. Children’s play opportunities are maximised through the effective organisation of space, time and resources. Indoor and outdoor space is laid out well to enhance play

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Organisation

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 experiences. Effective use of time enables children to participate in a variety of experiences both indoors and out. Attractively set out resources and activities inspire children to play and have fun. Suitably qualified staff with a range of experiences have a positive impact on the high quality of care provided. Children benefit greatly from highly motivated and caring staff who have an excellent understanding of children’s individual needs. Overall, the provision meets the needs of the range of the children for whom it provides.

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Improvements since the last inspection

At the previous inspection the provider was asked to assess the layout of the baby room to allow children easy access to toys and equipment and to ensure staff attendance records indicate which rooms they work in. All children have easy access to resources, which are stored in low level units. Staff records are specific for each room. These have a positive impact on children's growing independence and well-being.

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Complaints since the last inspection

There have been no complaints made to Ofsted since the last inspection. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • further develop children's self-help skills at meal times (also applies to education).

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • further develop planning to differentiate for more able children • further develop resources regarding information, communication and technology.

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The quality and standards of the nursery education

procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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