Field View Day Nursery

Field View Day Nursery Inspection report for early years provision

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EY225342 Unique Reference Number 22 March 2007 Inspection date Josie Lever Inspector

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Falkland Way, Barton-upon-Humber, South Humberside, DN18 5RL Setting Address

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01652 633500 Telephone number manager@day-nursery.biz E-mail Margaret Mary Hepworth Registered person Integrated Type of inspection Full day care Type of care

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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

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The key inspection judgements and what they mean

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?

Field View Day Nursery is a privately run nursery, which opened in 2002. It operates from a single storey building in Barton-upon-Humber in North Lincolnshire. A maximum of 90 children from birth to under eight years may attend the nursery at any one time which includes the out of school club. The nursery and out of school club is open each weekday from 08.00 to 18.00 all year round, excluding bank holidays and the Christmas week. All children share access to an enclosed outdoor play area.

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WHAT SORT OF SETTING IS IT?

There are currently 150 children on roll from birth to 11 years, of these, 50 receive funding for nursery education. Children come from the local community and the surrounding area and attend for a variety of sessions.

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WHAT SORT OF SETTING IS IT?

The nursery has 17 staff working on a full and part-time basis, 16 of whom hold a recognised early years qualification and one who is currently working towards a qualification. The setting receives support from the Early Years Development and Childcare Partnership.

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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

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Helping children to be healthy

The provision is satisfactory. Children begin to develop an understanding about keeping healthy through regular routines and practices. These include opportunities for physical exercise, discussion about healthy eating and a developing awareness of personal hygiene. Effective procedures are in place to restrict illness and infection within the group. This includes parents being kept well-informed and children being cared for in a clean environment. There are clear procedures to record any medicines to be administered to children. All staff hold a first aid qualification and consequently children are well cared for in the event of an accident. Most children are supported well when using the toilet, however, those using potties in the main nursery rooms are not afforded privacy. Staff have a suitable understanding about effective hygiene practices. However, there is a risk to cross-infection when nappy changing and when feeding takes place, and

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Helping children to be healthy

inconsistencies amongst the staff team means that not all children learn about effective hand washing.

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Helping children to be healthy

Children are well-nourished and the seasonal menus are healthy and nutritious and prepared daily using fresh ingredients. Children are encouraged to try a variety of new foods, for example, curry, chilli and sweet and sour dishes. Children readily help themselves to a selection of fresh fruit snacks, such as oranges, apples, pears and kiwis, and other associated foods for example, raw carrots, peppers and celery. They sit together socially at meal times and discuss with adults about good and bad foods. Any special dietary requirements are discussed with parents when children commence at the setting. Preferences regarding drinks is taken into account and fresh drinking water is accessible throughout the day for children to help themselves to.

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Helping children to be healthy

Regular physical exercise and fresh air during outdoor play supports children's health and well-being. Adults of the setting work alongside the children during these sessions and encourage children to be physically active by throwing and catching balls or pushing wheeled toys. Younger children dance and exercise regularly indoors and recognise they need to rest when they are short of breath following physical exercise. Children can sleep according to their individual needs which are well met by adults.

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Protecting children from harm or neglect and helping them stay safe

The provision is satisfactory. The environment is secure and child-friendly. Parents and children receive a friendly welcome from staff and therefore children are happy and settle easily. Access into the building is vigilantly monitored, for example, parents and visitors ring the door bell in reception. Staff answer the door in person, satisfying themselves of the person's identity before granting them entry into the main building. Children enjoy freedom of movement within the spacious building which has been recently refurbished and extended to a good standard. The effective use of see-through partition screens enables all rooms to be filled with the maximum of natural day light and ensures children can see and mix with their peers across the lower age groups. Children have a good choice of toys and play materials to choose from, all of which are in safe condition and of good quality. They confidently move around the rooms using the space well and all areas

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Protecting children from harm or neglect and helping them stay safe

are well-organised. For example, children make decisions about what they want to play with because resources are stored within reach, promoting self-selection.

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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 Children's safety is given suitable consideration, for example, staff have a clear understanding of reporting procedures if concerned about children's welfare and assess most risks effectively. They extend children's understanding and responsibility for their own safety by talking and helping them to assess risks for themselves. For example, water spills are quickly mopped up at meals times and when children are playing in water trays. Children are spoken with about the dangers of wet flooring in order for them to assess the dangers. Children develop a good understanding of what to do in an emergency because they participate in regular fire evacuation drills. Staff are vigilant to children's whereabouts within the building and check equipment daily for defects. They follow effective checking procedures for sleeping children and complete

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Protecting children from harm or neglect and helping them stay safe

an outdoor inspection of the garden area prior to children playing outside. However, children can reach the garden gate bolt and consequently there is a risk they could leave the garden area unsupervised.

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Helping children achieve well and enjoy what they do

The provision is good. Children are happy and confident in the nursery where established routines enable children to settle easily. Most children are secure within the setting, happily separating from their parents and carers. Adults fully support those children who are new to the setting by involving them in activities that interest them and providing cuddles and reassurance when they become upset from time-to-time. Children enjoy a stimulating range of activities which supports their development. For example, toddlers join in enthusiastically to the 'Sticky Fingers' music cd. They run, hop, jump, skip, tip-toe and stretch, laughing with delight. Children are cared for by caring adults who know their individual needs very well. They therefore benefit from close and caring relationships with their carers, which develops their sense of trust and helps them develop a strong sense of self. Babies are given good opportunities by adults in support of their efforts

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Helping children achieve well and enjoy what they do

to become mobile and consequently feel secure to practise these new skills. For example, they pull themselves up against the domestic style furniture and walk confidently towards the outstretched arms of their carers. The positive praise they receive encourages them to clap their hands and repeat this over and over again.

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Helping children achieve well and enjoy what they do

There is a varied range of manufactured and natural play materials and all children have a good range of equipment to support their needs. For example, younger babies and toddlers explore a variety of treasure baskets and tactile resources, such as wooden and shiny objects and the provision of a lava bubble lamp in the sleep area promotes a sense of calm. Children see positive images displayed of themselves through their reflections in mirrors and photographs which promotes a sense of belonging. Children enjoy creative opportunities and access a range of different mediums, such as sand, water, gluing and crayoning on a daily basis. They play imaginatively in the newly created 'pod' caring for dolls, feeding and changing them. Most staff have attended training on the 'Birth to three matters' framework for children under three years of age and use this well to plan a range of interesting activities suitable for babies and

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Helping children achieve well and enjoy what they do

young children. Staff are committed to developing a curriculum for the youngest children to fully support their all round care and early education. They identify the next steps in children's learning by using their observations and recordings of their individual progress.

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Helping children achieve well and enjoy what they do

Older children attending the out of school club are confident to make decisions about their play, for example, choosing to play a board game, do a puzzle, play on a computer game or make a Mother's day card. The holiday curriculum promotes children's enjoyment in participating in a range of fun activities which develops their creativity and inventiveness. Many of these follow a theme, for example, pirate day, enchanted Thursday and paper craft week. Children

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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 design masks, costumes, treasure maps and make dream catchers which are well supported by photographic evidence and posters.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Staff have a good understanding of the requirements of the Foundation Stage and plan a broad, well-balanced and purposeful curriculum. Consequently, children are making good progress towards the early learning goals. Practitioners are aware of children's starting points and they build upon this. Regular assessment of children's progression takes place and this is carried out effectively through observation, focussed learning opportunities and the evaluation of activities to aid future planning. Those children who require additional challenges are provided with stimulating activities to promote and maintain their interest. Children are well supported in making choices and decisions throughout the session. The café style snack bar is well organised and children have a choice of when to attend within the opening times.

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Helping children achieve well and enjoy what they do

Children are confident to speak out in front of others and use language well to express themselves, for example, at circle time they stand at the front of the group and share their news with their peers. They are beginning to distinguish sounds and letters, especially those at the beginning of their name and the days of the week. They become actively involved in counting either by calculating the numbers of children present in the group or by singing an action song that involves number skills. For example 'There were ten in a bed'. However, the physical environment does not sufficiently enable children to develop reading skills and to recognise numbers in their surroundings due to the present lack of visual displays.

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Helping children achieve well and enjoy what they do

Children construct confidently as they make a large den with building bricks and blankets in the book corner. They cooperate well together passing each other bricks. They experiment through practical activities, for example, investigating magnetic objects and enjoy some planned opportunities to find out about living things when, for example, planting seeds. Their knowledge and understanding of the world is increased by activities that celebrate different cultures and traditions. They have an awareness of the weather, days of the week and information technology through the use of telephones, music cassettes and the computer. Children play imaginatively either in small groups or pairs and enjoy group story times, listening attentively. They use the role play area well, for example, turning it into the 4 Seasons Café. They mark make by recording orders on their note pads. Children handle a range of small tools well, for example, scissors,

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Helping children achieve well and enjoy what they do

paint brushes, rollers, cutters and sand sieves. There are many opportunities available for children to explore colour and texture through painting and collage work. They play outdoors using a range of small equipment, such as bats and balls, hoops, beanbags, and confidently use wheeled toys, such as tricycles and cars. However, their physical development in using a range of big apparatus or equipment is limited and does not sufficiently develop their climbing and balancing skills.

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Helping children make a positive contribution

The provision is good. All children are warmly welcomed into the nursery and are treated with equal concern. The setting demonstrates a positive attitude to ensuring all the needs of children are met, including those who may have learning difficulties. The key-worker system is effective and staff carefully record and take into account children's individual needs. This ensures they are fully included in activities and helps children to feel valued. Children benefit by being cared for by staff who are good role models in an atmosphere where positive, respectful relationships are encouraged

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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 at all times, consequently children behave well. There is a good balance of adult-led and free play opportunities and children have access to a generally good range of resources that reflect a positive image of diversity, for example, books, dolls, puzzles and role play equipment. Their awareness of cultural diversity is raised though play, discussion and the celebration of a range of events. For example, Chinese new year, St. Patrick's day and staff use a resource book 'A life like mine' to good effect. Children are beginning to develop a good understanding about sharing, for example, as they wait their turn to go on the computer. Staff gently explain to younger children about right from wrong, for example, as they learn to share toys. This positive approach means that children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

Children feel a sense of belonging because their birthdays are acknowledged and personal belongings, such as coats are clearly located. Adults use the 'Welcome Box' to good effect. This enables children to self-register in most rooms when they first arrive using their name or photo or combination of the two. Subsequently, they gather in a group where they collectively say 'good morning' to each other as one by one their names and photos are taken out of the box. These are then displayed on the low level welcome boards, which promotes their sense of belonging.

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Helping children make a positive contribution

A positive partnership with parents is a high priority for the adults of the setting. Parents receive a good amount of written information about the provision, for example, newsletters, parents handbook and related written policies and procedures. Consequently, they feel they are kept up-to- date and well-informed and have the opportunity to attend open days. Information is shared on a daily basis in the form of a diary where children's routines are shared. There is a written complaints procedure in place known to parents. Parents comments and suggestions are valued and an annual questionnaire is circulated. Partnerships with the parents of children receiving nursery education are good. They receive a range of information about the early learning goals and additionally these are displayed to good effect around the setting. They have opportunities to discuss their child's progress with key-workers at parents evenings

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Helping children make a positive contribution

and get involved in their child's learning, for example, by staff sharing information with them on how they can support their children at home. They support the current theme by encouraging their children to bring in their favourite books in support of world book day.

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Organisation

The organisation is good. The robust vetting procedure contributes to children's well-being because effective systems are in place to check staff suitability. Children are safeguarded by the supervisory procedures in place that prevent staff from being left unsupervised with children until cleared. Staff undertake a thorough induction procedure and therefore have a clear understanding about their individual role within the team.

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Organisation

Staff are effectively deployed and organise their time and the resources to good effect, therefore, children are well supported and guided. They work well as a team and support one another well throughout the day. The space available is used well and children move around unrestricted which enables them to make decisions about their play and to feel included as a whole group. The nursery has a comprehensive range of written policies and procedures that contribute to the effective running of the setting. These work very well in practice and promote children's health, safety, enjoyment and achievement, and their ability to make a positive contribution.

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Organisation

The leadership and management of the group is good. The team is led by two enthusiastic managers who are highly motivated and present as positive role models. Staff are able to attend

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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 a good variety of training courses to aid their professional development. All team members play an active part in the operation of the setting. They are very familiar with the planning and assessment processes that successfully contributes to children's early education. The curriculum is well planned with strong links to support children's learning. 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 last inspection the setting were required to consider how the routine could be made flexible to meet the needs of all children and consider ways in which meals and snack times could be better organised. Additionally, they were asked to keep staff updated on child protection issues. The group has addressed these points well. The number of structured activities has been reduced and therefore children benefit from a more flexible routine, in which they are able to make more individual choices. The introduction of the café snack bar ensures children develop independence as they help themselves to snacks and pour their own drinks. They benefit from a more free flow approach, where activities continue and run alongside snack times. Staff have attended safeguarding children training and children's safety is given good priority as staff have a sound understanding of their role in reporting concerns.

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Improvements since the last inspection

The last nursery education report highlighted the need for staff to make sure the curriculum and areas of learning were given a higher profile within the nursery and information systems were clearly displayed for parents. Additionally, staff were asked to consider opportunities for more able children to develop their independence skills and for staff to extend children's language and challenges. All staff working with three and four-year-old children have attended Foundation Stage training and are more confident in following the framework to make sure planning covers all areas of learning. Plans are detailed and displayed for parents to see, clearly linking into the six areas of learning. The short term planning clearly identifies the learning intentions and evaluations form the basis for future planning in the children's next stage of learning. All children benefit from the re-organisation of resources, which are freely accessible

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Improvements since the last inspection

throughout the day. They confidently help themselves to mark making materials and construction. Children are spoken to by adults at all times through the day, consequently their language is extended as they are asked questions which challenge their thinking.

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Complaints since the last inspection

Since 1 April 2004 there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.

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Complaints 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 AND 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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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): • improve hygiene procedures to minimise the risk to the spread of infection • improve the privacy of children who are toilet training • ensure the garden is secure and children cannot leave unsupervised.

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • provide further opportunities for children to develop reading skills and to recognise numbers in their environment • further improve children's opportunities to develop climbing and balancing skills using larger equipment.

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The quality and standards of the nursery education

set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) 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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