The Avenues Nursery With Kids Club

The Avenues Nursery With Kids Club

Inspection report for early years provision

p.1

The Avenues Nursery With Kids Club

510005 Unique Reference Number 29 January 2007 Inspection date Marian Bvumburai Inspector

p.1

The Avenues Nursery With Kids Club

139 Princes Avenue, Hull, East Yorkshire, HU5 3HH Setting Address

p.1

E-mail

J D Childcare Ltd Registered person Integrated Type of inspection Full day care Type of care

p.1

E-mail

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

p.1

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.

p.2

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

p.2

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.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

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

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory.

p.2

WHAT SORT OF SETTING IS IT?

Avenues Nursery with Kids Club opened in 1997. They operate from a three storey large Victorian property situated east of Hull city. The building has three floors with separate facilities for babies, toddlers, pre-school and school age children. The nursery and kids club has access to an enclosed outside play area. Children attend from the city and outlying areas, and link with four local primary schools for the Kids Club.

p.2

WHAT SORT OF SETTING IS IT?

There are currently 159 children on the register from birth to under eight year olds. This includes 33 funded three-year and four-year olds. The nursery supports children with special needs and some who speak English as an additional language.

p.2

WHAT SORT OF SETTING IS IT?

The nursery and kids club opens from 07.00 to 18.00 Monday to Friday all year.

p.2

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 There are 24 staff employed both full and part time to work with the children. Eight hold a level three childcare qualification, seven at a level two and five staff are presently attending training programmes. The provider has completed the Investors in People Award, and they are also members of the Club 4 Children. They receive support from the local authority.

p.2

Helping children to be healthy

The provision is satisfactory. Children’s health and well-being are satisfactorily nurtured through daily routines and activities which help to keep them in good health. There are policies and procedures in place which staff generally follow well to ensure this. For example, each baby has their own bed linen, kept in their own basket. It is washed regularly and is not shared by other babies, which helps to minimise cross-infection. Children, including babies, are changed in the toilet area which helps to keep the rooms free from smells and maintains a pleasant atmosphere. Staff use disposable gloves and aprons, and nappies are bagged and disposed off into a lidded bin which is regularly emptied into an outside bin. On arrival into the spacious reception room, children remove their outdoor shoes and change into indoor shoes before going into their respective rooms, which helps to maintain hygiene standards.

p.3

Helping children to be healthy

All children are introduced to healthy eating and enjoy regular physical exercise as part of their daily activities. Healthy balanced meals are prepared by the cook and any allergies taken into account and children are managed carefully at meal times. For example, children were observed to enjoy a variety of fresh as well as dried fruits for snacks, including chopped carrot sticks, apples, oranges, bananas and raisins. The fruit is served in separate bowls from which children select. They are provided with juice or water for drinks and these are kept readily available toddlers and older children to access independently. Babies are regularly fed with drinks and food is liquidised for those that are not yet able to chew. Physical play is incorporated into the daily routine for all children including babies. For example, babies are put on the clean carpeted area where they can roll or stretch and reach for toys. The older children enjoy activities, such

p.3

Helping children to be healthy

as movement to music sessions, playing on the slides, ball games, tricycle and scooter riding, which helps them to learn to control their bodies. However, staff do not routinely talk to children about the benefits of exercise and eating healthily to help them understand the importance.

p.3

Helping children to be healthy

All children are cared for in an environment which is well maintained and clean. For example, the nursery has recently changed the flooring in most of the rooms and the project is still on-going. New carpets and vinyl has been laid, providing comfortable and messy play areas in the rooms. Toilets are clean and older children attending the out of school club enjoy privacy. However, children including three and four year olds who are preparing to start school are not always afforded appropriate privacy. This issue was discussed and appropriate steps are being taken to address this.

p.3

Helping children to be healthy

The nursery provides a variety of clean and well maintained toys, resources and equipment to facilitate children’s play and development. For example, as well as using bigger equipment which helps to build their bigger muscles, children are encouraged to independently dress

p.3

Helping children to be healthy

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 themselves and practice zipping or buttoning up, handle painting brushes, and feed themselves which helps to develop their fine motor skills.

p.3

Helping children to be healthy

Children are generally taught personal hygiene and encouraged to practise this. However, some inconsistencies in following procedures and delivering messages negatively impact upon children’s learning and compromises hygiene; which may put children at risk of cross infection. For example, some children were observed to sit at the snack table and have their sandwiches for tea without washing hands, and the staff did not remind them to do so. Most children understand that washing hands after using the toilet gets rid germs and prevents them from being ill. The sickness policy is well-thought-out and understood by all. Parents do not take children to the provision if they are ill with infectious illnesses which helps to minimise spread of infection.

p.4

Helping children to be healthy

Written prior consent is sought and any medication administered to children is recorded and parents sign to acknowledge the record. A similar system is in operation with regard to accidents and incidents involving any child. Most of the staff have recently attended a first aid refresher course and relevant valid first aid certificates. The manager ensures that a trained first aider is on duty at all times to deal with any such emergencies and ensure children’s safety.

p.4

Protecting children from harm or neglect and helping them stay safe

The provision is good. The environment is welcoming to all children and parents. Rooms are suitably decorated and there are a range of photographs of children at play, posters and pictures, such as the ‘welcome poster’ interpreted in many languages, and examples of children's art work are displayed around the setting.

p.4

Protecting children from harm or neglect and helping them stay safe

Security is managed well. There is a camera linked intercom system in place which enables staff to identify callers before granting access. The staff ensure that exit doors are kept secure at all times and there is a written notice to remind parents to not let anyone else in as they attend to collect or leave their child. The staff vigilantly monitored this and ensure that the visitors’ book is completed, showing arrival and departure times as well as nature of visit.

p.4

Protecting children from harm or neglect and helping them stay safe

Most areas of the rooms are well organised and provide appropriate free play space and look inviting. For example, there are cosy areas created in the baby, toddler, preparatory and out of school club rooms which provide a quiet place for children to relax. However, there is no such area in the pre-school room. The wide range of safe, good quality furniture, equipment, toys and resources are stored safely within children’s easy reach. Children are able to decide and self select what they want.

p.4

Protecting children from harm or neglect and helping them stay safe

Staff arrive early each morning and undertake risk assessment to ensure the safety of children and identify any hazards. They also check the outdoor area before use by the children. The outdoor toys are appropriately stored in a locked shed to ensure that there are safe and clean for children’s use.

p.4

Protecting children from harm or neglect and helping them stay safe

Most of the documentation to support the safety of children is in place. This includes an up to date attendance register, a procedure to follow for the safe conduct of outings and records of

p.4

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 accidents that are signed by parents as acknowledgement of being informed. However, a system for recording incidents has yet to be devised and implemented.

p.4

Protecting children from harm or neglect and helping them stay safe

The manager is the nominated designate for safeguarding children. The provision has national guidance in place for the safeguarding of children. The staff members are aware of their responsibility to protect children from harm and have good understanding of reporting procedures.

p.5

Helping children achieve well and enjoy what they do

The provision is good. Children are well cared for. They are settled, happy and confident. They are cared for by staff who have good understanding of child development, are experienced, committed and skilled. Children are treated as individuals and are valued. For example, the walls in the rooms are adorned with children’s photographs, pictures and paintings. This helps most of the children to feel at ease and have a sense of belonging. However, some of these are displayed at too high a level for some of the children to see themselves in photographs or identify their work. Children enjoy choosing from a good variety of activities which enable them to express themselves. For example, children were observed painting and choosing colours that express their thoughts. One three years old child was painting a picture using different colours. She said she did not know what the picture was but correctly identified the colours she was using

p.5

Helping children achieve well and enjoy what they do

and mixing. Some of the staff working with the under threes successfully use their knowledge gained from attending 'Birth to three matters' framework. They have done some planning based on this and are using appropriate systems for recording observations and assessments of children’s progress.

p.5

Helping children achieve well and enjoy what they do

On a daily basis, all children are involved in a varied range of activities, using the equipment and resources available. This helps to support the children’s development and progress in all areas. For example, most children aged under five have daily opportunities to practise dressing or undressing independently as they get ready or come back from outside play, or dressing-up dolls. However, this independence is not always nurtured by some of the practices. For example, drinks are pre-poured into cups by adults, taking away from able children this daily occurring opportunity to practice pouring. As children progress through the age related rooms within the setting the equipment reflects additional challenges and provides more stimulating and interesting experiences for them. For example, the range of books, puzzles and writing materials increases to meet children's varying developmental needs. Adults tell children stories and foster

p.5

Helping children achieve well and enjoy what they do

an interest in music and rhyme. For example, there is a music system in all the rooms and low background music of rhymes is played which helps the children to remain calm.

p.5

Helping children achieve well and enjoy what they do

Daily diaries are kept for all children which provides parents with sound information about their child’s day at the nursery. However, for most of the children it is difficult to establish how well the nursery has helped children to progress from the time they first arrive. For example, apart from babies, baseline information provided by parents when children first arrive is not recorded anywhere. Systems in place do not always support staff to successfully demonstrate and evidence how information provided by parents is taken into account and used to help individual children progress from entry point. The management are keen to ensure that staff are well trained and equipped in order to continue meeting and raising standards of the service they provide. For

p.5

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 example, some of the staff have already undertaken ‘Birth to three matters’ framework training and others are yet to do so but they have all shared this information and are implementing it. Staff working with children aged over three are also undergoing training regarding curriculum planning and making assessments.

p.5

Helping children achieve well and enjoy what they do

The out of school club is well equipped and children say they enjoy coming to the club to use the variety of facilities provided. For example, they have a computer room where they enjoy computer games, an art and craft room where they enjoy making thing and are supported well by a knowledgeable staff and a quite room where they can sit and do their homework or just watch tv, video or DVDs. They also have an additional room where they have their drinks and snacks on arrival and can stay and play if they wish.

p.6

Helping children achieve well and enjoy what they do

The quality of teaching and learning is satisfactory. The pre-school supervisors hold childcare qualifications and are currently undertaking Foundation Stage curriculum planning, training and assessing. They are generally skilled, experienced and knowledgeable. However, staff admit to not having secure knowledge of the Foundation Stage curriculum planning and recording assessments, ensuring that outcomes for children link to stepping stones within the six areas of learning. Individual children’s assessment records are in place but observations to inform this are rarely undertaken and as a result the system is unreliable. The supervisors say that frequent observations will be made and recorded in the future in order to ensure that assessments are reliably informed. The systems for assessing and evaluating the learning are not effective.

p.6

Helping children achieve well and enjoy what they do

The provision employs a part-time teacher who works with children on a one-to-one basis. The staff inform her about the children they feel are struggling but she does not provide written assessments about the children or have input with regard to training staff.

p.6

Helping children achieve well and enjoy what they do

The room has been rearranged to define focussed areas of learning and there are some interesting and stimulating activities provided. The nursery has a wide range of resources but some of these are not used to full potential. For example, children are able to make choices and decisions, such as thinking about what equipment they would like to play with or activity they would like to be involved in. However, they do not independently choose the maths table or library corner as these are not inviting which hinders children’s learning and progress in the areas of mathematics and communication, language and literacy. Staff intend to rethink this and find ways of making it more interesting and inviting to children to encourage learning.

p.6

Helping children achieve well and enjoy what they do

Children enjoy freedom of movement and freely visit focussed areas that motivate their interest, such as mark making, imaginary play, creative experiences and construction. These are well equipped and presented attractively to children to inspire and motivate them. They move freely between the areas. They play well with their friends, discussing, negotiating and collaborating. They know they have to wait their turn if there is no space to sit at the computer. For example, three children sat together to play an interactive computer game called Easy Bake Kitchen. Other children wanted to join in immediately but could not, so they waited their turn but did not get upset.

p.6

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 Some of learning experiences meet the needs of the three and four year olds, for example, providing progressive challenge. There are, however, some areas where learning potential is not maximised. For example, the outside play area is bland and does not help to continue the mathematical development.

p.6

Helping children achieve well and enjoy what they do

Children ask questions and are confident to speak or sing in front of others. They develop close relationships with their peers and adults who care for them and approach visitors with confidence. Some children are familiar with shape, size and colour and some recognise their names independently as they have pick their name out for self-registration. There are limited planned or daily occurring opportunities for children to practice recognising their names, as a result, some children are not making sufficient progress.

p.7

Helping children achieve well and enjoy what they do

Children enjoy role play and create their own stories when playing in the home corner.

p.7

Helping children make a positive contribution

The provision is satisfactory. The staff ensure that all children are fully included and participate in the range of activities provided. Equality of opportunity is actively promoted through anti-discriminatory practice, such as treating everyone with equal concern but acknowledging differences. For example, there are posters showing positive images of babies of different skin tones and there are also other resources, such as dolls, books, topics that raise children's understanding about diversity. Children engage in activities where they learn about other cultures, such as celebrating Chinese New Year.

p.7

Helping children make a positive contribution

Children are interested in activities provided and kept engrossed as a result, they are well behaved. They are readily praised for helping others and encouraged to tidy-up after themselves. Children's achievements are also rewarded with stickers and the older children understand fully the principles behind this system. There is a behaviour management policy in place and this includes strategies for dealing with bullying. Children's individual needs are met through discussion with parents or a willingness to work with outside agencies to ensure the development and welfare of the child is promoted. For example, the staff are welcoming and readily take on board recommendations and suggestions from the Early Years to improve practices. However, these are not always implemented successfully. Snack time is a good one example.

p.7

Helping children make a positive contribution

The provision supports children who have learning difficulties and disabilities and work co-operatively with outside agencies. Records of Individual Learning Plans are kept to support the process.

p.7

Helping children make a positive contribution

The partnership with parents is satisfactory. Parents interviewed gave positive comments about the service they receive, stating that children settle-in very quickly and are always happy to attend. They also feel that they are kept informed about their children's welfare. There is little evidence to show that staff make use of the initial baseline information given by parents to build upon as the child progresses. For example, the supervisors speak to parents when they initially come to be shown around and make enquires. Information gathered about the child is not recorded on the child’s file but staff are said to make a mental note. As a result, individual

p.7

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 progress is unnecessarily delayed for some children while staff assess the children’s stage of development over the first few weeks.

p.7

Helping children make a positive contribution

Parents do not receive sufficient information about the Foundation Stage curriculum to enable them to continue and extend their children’s learning at home and make a positive contribution to their children’s learning. Parents are said to be verbally informed about planned activities and future events. Parents have access to some of the provision's range of polices and procedures. A procedure to be followed in case of making a complaint is pinned up on the parents’ notice board in the reception room. A complaints log is has been established and can be shared with parents on request.

p.8

Helping children make a positive contribution

The nursery operates a key worker system. This means that the staff get to know the children well as individuals. The children demonstrate a sense of being at ease. The supervisors in the three to fives room have attended the Foundation Stage curriculum planning training and are working progressively on building upon this knowledge and applying it successfully. In the meantime, children’s learning and progress is limited as there many unrecognised missed opportunities to help children progress.

p.8

Helping children make a positive contribution

Children learn and practice manners, such as saying ‘thank you’ and 'please' which helps them to be socially acceptable. Children share, take turns, cooperate and negotiate. For example, during play on the computer, they let each other use the mouse for so long and ask if they can also have a turn. They develop friendships and form secure relationships with staff members. Overall, the children's spiritual, moral, social and emotional development is fostered.

p.8

Organisation

The organisation is satisfactory. The nursery provides an environment where children enjoy playing and learning in comfortable and familiar surroundings. Staff generally work well as a team to provide a wide range of suitable activities, resources and play opportunities which children enjoy. The activities are purposeful and help children to develop in all areas of learning; ensuring equality of opportunity. Staff discuss the themes, resources needed and how to deliver the intended learning in the most interesting and effectively way. Children are able to influence activity planning and resources provided by suggesting and choosing what they want to do or play with. For example, children attending the out of school club write and post their ideas or comments in a box for staff and management to action.

p.8

Organisation

Management demonstrate interest in continuing to improve the service they provide through actively seeking training opportunities and enabling staff to attend. Staff are committed and interested in extending their own knowledge by accessing further training. For example, majority of the key workers who work with children aged under three have recently attended the ‘Birth to three matters’ framework training and are enthusiastically implementing this. Whilst well understood by a few, this is still new and some of the staff need to consolidate their knowledge and practice. Minority of key staff working with funded three and four year olds are also currently undergoing in-house training regarding Foundation Stage curriculum planning provided by the local authority through Early Years. The staff cascade and share knowledge gained from attending training. However, this is not always effective due to time constraints. For example,

p.8

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 currently assessment records for all the children are completed by one key worker who is the supervisor. It is anticipated that the other staff will also receive training soon which will enable seamless task sharing.

p.8

Organisation

The leadership and management are satisfactory. Most relevant records are maintained and stored securely. For example, the system for attendance registration is robust, showing exact times of children’s arrival and departure. The children’s personal details are stored securely in a locked metal filing cabinet. There is a key worker system in place. The staff know the children well as individuals and staffing ratios are maintained which contributes to their wellbeing.

p.9

Organisation

Most policies and procedures are in place. However, these are not always followed and may put children at risk. For example, children are not always effectively monitored to ensure that they wash their hands before having meals. Some of the required records are not in place. For example, a system to record physical restraint incidents is not in place.

p.9

Organisation

Staff meet regularly to discuss planning of activities. However, the system for monitoring and evaluating the teaching and learning do not always identify the areas of weakness. There are many missed opportunities to incorporate other areas of learning in planned activities as well as naturally occurring daily routines. For example, snack times are underutilised and not used as an opportunity to help children to use their muscles by practice pouring their drinks or to use mathematical language by encouraging discussions about how much they want.

p.9

Organisation

Parents are verbally informed about planned activities and a daily diary is completed which children take home and return when they next attend. However, insufficient information is provided regarding Foundation Stage and stepping stones, and there is little evidence to show that they make use of initial information obtained from parents about the child’s stage of development. Parents interviewed expressed positive comments about the care of their children and the service they receive. The provision receives support from the local authority.

p.9

Organisation

Overall, the provision meets the needs of the range of the children for whom it provides.

p.9

Improvements since the last inspection

At the last inspection the provision was asked to ensure policies and procedures in relation to the operation of the nursery and kids club are shared with parents more effectively, extend resources that reflect the wider society in the under three-year old areas and include details in relation to allegations against staff in the child protection policy.

p.9

Improvements since the last inspection

Most of these issue have been addressed, and as a result children's welfare has been safeguarded and their learning about the wider community enhanced. The child protections policy include details about what to do if a member of staff is accused of harming a child and they have invested in resources that positively reflect the wider community, such as dolls, books, games, dressing-up clothes and puzzles. However, they systems for sharing policies and procedures with parents more effectively are still under review.

p.9

Improvements since the last inspection

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

p.9

Complaints since the last inspection

A concern was raised on 17/02/2005 in relation to Standard 13. An investigation visit was carried out on 11/03/2005. Two actions were raised under Standards 13 and 14, a satisfactory response was received. The provider remains qualified for registration.

p.10

Complaints since the last inspection

A complaint was received on 17/03/2005 regarding National Standard 2.

p.10

Complaints since the last inspection

The Complaints, Investigation and Enforcement Team investigated the concerns raised. As part of the investigation the provider was requested to submit an internal investigation report.

p.10

Complaints since the last inspection

The provision submitted a thorough report in respect of the allegations made.

p.10

Complaints since the last inspection

The provision have reviewed their policies and procedures, sought advice and taken action where necessary to ensure that the National Standards are met.

p.10

Complaints since the last inspection

Ofsted are of the opinion that the provision remains qualified for registration.

p.10

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.

p.10

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.10

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

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

p.10

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory.

p.10

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): • make sure that children are effectively taught about the importance of exercise and healthy eating through daily routine and naturally occurring opportunities • ensure that hygiene practices are effective, understood by all practitioners and do not put children at cross-infection risk • ensure policies and procedures in relation to the operation of the nursery and kids club are shared with parents more effectively

p.10

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):

p.10

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 • ensure that systems which monitor the quality of teaching and learning are rigorous and effective • ensure that parents are provided with sufficient information regarding the Foundation stage and stepping stones • ensure that information obtained from parents regarding children’s attainment on entry is effectively used by all practitioners (also applies to care) • ensure that staff use spontaneous everyday activities to reinforce mathematical ideas and practical activities are used to promote opportunities for children to begin to recognise numbers, counting and use mathematical language • improve the presentation of the book corners in the pre-school, making it inviting to children and therefore encouraging them to make an independent choice and develop their interest in looking at books, and promoting understanding that print carries

p.10

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

p.11

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

p.11