Honey Buns

Honey Buns

Inspection report for early years provision

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Honey Buns

EY339374 Unique Reference Number 20 February 2007 Inspection date Ann Winifred Harrison Inspector

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Honey Buns

155 Walsall Road, Norton Canes, CANNOCK, Staffordshire, WS11 9QX Setting Address

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Honey Buns

01543 274785 Telephone number ant@reeley.com E-mail Anthony William Reeley Registered person Integrated Type of inspection Full day care Type of care

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Honey Buns

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?

Honey Buns Day Nursery is one of two nurseries that are privately run by the owner. It opened in 2006 and operates from rooms in a building in the village of Norton Canes, Cannock, Staffordshire. A maximum of 46 children may attend the nursery at any one time. The nursery is open each weekday from 07.30 to 18.00 all year round. All children share access to a secure enclosed outdoor play area.

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WHAT SORT OF SETTING IS IT?

There are currently 85 children aged from three months to four years on roll. Of these, 15 children receive funding for nursery education. Children come from the surrounding areas. The nursery employs 14 members of staff. Of these, 13 hold appropriate early years qualifications and one is working towards a qualification.

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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 good. Children are cared for in a clean, welcoming environment. Their health is effectively promoted as the staff take positive steps to promote good hygiene routines and encourage children to begin to take responsibility for meeting their own health needs. Children know that they must wash their hands before eating and after using the toilet, they talk about washing the germs off their hands to make sure they are clean. Staff explain that they have to wash their hands after touching the guinea pigs and hamster to prevent infection. Children help themselves to tissues for their noses and dispose of them appropriately. Good hygiene procedures throughout the setting ensure that children's health is protected. For example; staff wear aprons when serving food and they wipe the tables before children use them for meals. Children have individual bed linen, and high chairs are cleaned after each use. Effective procedures are in

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Helping children to be healthy

place for sick and infectious children which help prevent the spread of infection and help to keep children healthy. Relevant documentation is in place to record accidents and medication, which helps to protect children's welfare.

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Helping children to be healthy

Children are well nourished. They enjoy healthy meals which are freshly prepared on site. They include meat, fresh fruit, vegetables, rice and pasta. All meals comply with any special dietary requirements to ensure children remain healthy. Healthy snacks include fruit, bread sticks and raisins. Children enjoy trying new foods such as noodles and prawn crackers whilst celebrating Chinese New Year. Staff work closely with parents to ensure babies' individual dietary needs are met. Children are given regular drinks through the day and drinking water is available at all times, which means children can access drinks when they are thirsty. Children are learning about healthy living through discussion with staff and planned topics. For example, they learn the importance of cleaning their teeth and which foods are best eaten in moderation.

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Helping children to be healthy

All children are learning the importance of a healthy lifestyle. They access fresh air and well-planned physical play experiences daily, both indoors and outdoors. Staff have a good understanding of the 'Birth to three matters' framework and ensure younger children are provided with a good range of physical play experiences. They benefit from indoor play activities such as climbing through tunnels and tents and have planned times in the garden where they push wheeled toys and dig with spades. Older children enjoy climbing on a climbing frame, riding bikes and they take part in music and movement sessions where they join in well with action songs and musical games. This enhances children's physical development. Children are able to rest and be active according to their needs.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in a secure indoor and outdoor environment, where risks to children are limited through good safety and security procedures. Staff monitor access to the group at all times through an intercom system, they record the presence of all visitors and make sure all doors are locked. There is a system in place for registering staff and children's arrival and departure and to ensure only named individuals collect the children. This means children are

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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 kept safe. Daily checks on the premises and equipment are made to ensure children remain safe. Risk assessments are completed, which identify the risks to children and how to minimise them. Children are well supervised and staff ensure that adult to child ratios are maintained at all times. Fire evacuation procedures are fully understood by staff and are practised regularly, consequently, children's safety is well promoted.

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Protecting children from harm or neglect and helping them stay safe

All staff are suitably qualified in first aid which ensures injuries to children are appropriately managed. Children are beginning to learn how to keep themselves safe, for example, they are learning about road safety and they respond appropriately to the emergency evacuation drill. They know they must not stop to collect their coats or bags but must leave quickly. Staff talk to children about how to be safe on outings by not running off and staying close to staff. They also arrange for visits from police officers to consolidate children's understanding of staying safe. Children use good quality, suitable and safe equipment and play resources. They are appropriate to meet individual needs and are well maintained by the setting.

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Protecting children from harm or neglect and helping them stay safe

The setting has a detailed policy regarding child protection and all staff have a good understanding of the signs and symptoms of abuse and the appropriate reporting procedures. However, not all staff are aware of the procedures in the event of allegations made against themselves and the implication this has in their practice in caring for children.

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Helping children achieve well and enjoy what they do

The provision is good. The care, learning and play experiences for children are good. Children are secure in the nursery's welcoming environment and have positive relationships with staff which increases their sense of trust and well-being. They enter the group confidently and enjoy their time in the setting. An effective key worker system ensures that babies and toddlers are cared for by consistent staff, whenever possible. They receive lots of cuddles and enjoy the positive interaction with staff which means they are happy and content. They benefit from routines which are similar with their experiences at home and staff are attentive to their individual needs. Babies explore the textures of a variety of materials provided by staff in sensory boxes and treasure baskets, such as saucepans, whisks and wooden bricks. They enjoy the colours and sounds of musical toys, which they explore with interest. Staff plan a range of interesting experiences and activities

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Helping children achieve well and enjoy what they do

to help children learn through their play, for example painting and collage. Babies and toddlers enjoy playing with sand and water and are able to help themselves to resources such as sensory bottles, which contain coloured liquid, beans and pasta that they can shake and listen to. Musical activities include singing and action rhymes which contribute to children's developing communication skills.

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Helping children achieve well and enjoy what they do

Staff are using the 'Birth to three matters' framework well to plan and provide activities for young children's development. They have an understanding of the range of experiences which enable young children to develop and learn. Key workers complete observations and assessments of their children to find out what they know, although these are not yet used effectively to inform planning to ensure children make progress.

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Helping children achieve well and enjoy what they do

Older children have positive relationships with staff and receive comfort and attention when they need support. They play happily together and with adults, using resources such as puzzles,

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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 construction and role play equipment. Children benefit from a colourful, stimulating and interesting environment in which they are happy, content and well cared for. Staff provide good resources to enhance children's learning.

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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 knowledge and understanding of how children learn and use the stepping stones to clearly identify children's achievements. Planning is good, links clearly to the stepping stones and ensures a wide range of activities and experiences are provided to extend children's learning, although they do not show how all children will be challenged. Observations and assessments are detailed, however, they are not always used to inform planning for children's next steps in learning. Staff listen to the children and engage in their play. They challenge them by good use of questioning to extend their thinking. For example, they ask children, 'What happens when you put ice cubes in your lemonade?' 'What happens when ice cubes get warm?'

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Helping children achieve well and enjoy what they do

Behaviour is well managed and this results in a calm and caring environment for children. Children form good relationships with staff and their peers, which promotes their sense of well-being. They are developing their independence and self-help skills through going to the bathroom on their own, setting the table for lunch and pouring their own drinks. Children move from room to room to access a variety of different activities during the day. However, there are limited opportunities for children to self-select resources and initiate their own play. Children are fluent speakers and initiate and continue conversations with others. They happily talk about their experiences such as, when they played outside in the snow. They are confident to speak out at circle time to tell others what they have been doing at home. They are learning that print carries meaning through recognising their name on their pegs and seeing words in the

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Helping children achieve well and enjoy what they do

environment. They have good opportunities to practise their emergent writing skills in the writing area. Older children are beginning to write their own name. They are able to link sounds to letters as they find the initial letters of each others names on letter cards and sound out the letter at circle time. Children understand and use numbers well. They count reliably to ten as they count the number of children present. They have good opportunities to develop simple calculation skills through number rhymes such as 'Five speckled Frogs' and 'Five Little Ducks.' They are beginning to use mathematical language appropriately as they tell staff at the construction table which is tallest and which is shortest building. Staff use good questioning to extend their understanding of calculation by asking, 'How many more do you need to make it the same size?'

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Helping children achieve well and enjoy what they do

Children move confidently and are developing good coordination skills, they show a good awareness of space and handle a range of tools and small equipment well. They learn to balance and climb on outdoor equipment and enjoy riding bikes and pushing wheelbarrows. They are beginning to learn about their bodies as they feel their heart beating after physical exercise. They use their imagination and enjoy making models with play dough and recycled materials. Children express themselves freely through painting and enjoy exploring many different textures such as sand, water, shaving foam and collage.

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Helping children achieve well and enjoy what they do

Children are interested in the environment and are provided with a variety of activities which enable them to explore their surroundings, for example, walking around the local area and

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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 playing in the garden. They explore the natural world through observing the changes of seasons, collecting leaves in autumn and growing sunflower seeds and cress. Planned topics include the life cycle of frogs and butterflies. Their imagination is well developed as they play in the role play area, and enjoy listening to stories. Children enjoy exploring the sounds of different musical instruments, they are learning to recognise beat and rhythm as they clap and tap out beats with their instruments. They are beginning to learn simple sign language and can confidently sign and sing 'Ba Ba Black Sheep.' They have regular opportunities to use information, communication technology (ICT) equipment. They are learning to use the computer and are able to confidently use the mouse and navigate around simple programmes. They explore in

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Helping children achieve well and enjoy what they do

the science box as they play with mobile phones, magnets and alarm clocks.

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Helping children make a positive contribution

The provision is good. Children and parents are made very welcome in the nursery and time is taken by staff to greet everyone individually. Children feel a sense of belonging as they put their coats and bag on their own named peg and help themselves to their labelled drinks bottles. They benefit from being cared for as individuals, with their different needs acknowledged and valued by the caring staff. Good use of praise and encouragement by staff build children's self-esteem well. For example, staff tell children 'well done' when they help to tidy up and 'what a good job' when they help to set the table at lunchtime. Children are involved in making some choices about their play, they enter confidently and engage happily in available activities. They are learning to share and take turns with equipment, for example, they share the construction toys and take turns to play musical instruments. Children behave well in response to clear boundaries set by

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Helping children make a positive contribution

staff. They are encouraged to say 'please' and 'thank you' and to be kind to each other. They willingly tidy up together and are rewarded with stickers for their efforts and good behaviour.

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Helping children make a positive contribution

Children's spiritual, moral, social and cultural development is fostered. They are beginning to learn about the wider world through activities and celebrations such as Diwali and Chinese New Year. There is a range of resources that reflect the diversity of culture, gender and disability that children regularly play with. This develops children's understanding of others. The setting are not currently caring for any children with learning difficulties and/or disabilities. However, staff have relevant past experience and ensure that they work with parents and other professionals to meet each child's needs.

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Helping children make a positive contribution

All children benefit from the positive relationships staff have developed with parents and carers. They settle well because the staff work closely with them to ensure their child's needs are met. Parents and carers receive good written information on how the setting operates which includes how to make a complaint. They are invited to give their views on a regular basis through ongoing discussion and meetings. Information about feeding, sleeping and nappy changing is shared with parents and carers of babies and young children through a daily diary system. Staff compile a pictorial portfolio of children's development to share with parents. This ensures that parents are kept fully informed of their children's daily activities and progress. The partnership with parents and carers who receive nursery education funding is good. They receive information on the educational programme provided for their children and they are kept informed of current

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Helping children make a positive contribution

topics and events by regular newsletters and items on the notice boards. The consistency is

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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 further advanced by daily verbal feedback to ensure parents are informed about what their children have been doing whilst attending. Parents are involved in their child's learning as they are invited to access their children's developmental records whenever they wish and are invited to discuss their child's progress at parents' meetings which can be arranged at their convenience.

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Organisation

The organisation is good. Children play and learn in a warm, welcoming and well-organised environment. Good recruitment procedures ensure that children are cared for by staff who are suitable and appropriately vetted. Effective induction procedures ensure that staff are aware of their roles and responsibilities. There is a very good level of qualified staff working with the children and correct adult to child ratios are met at all times. This means children receive appropriate support when needed. Staff sit and play with the children, give them comfort when needed and one to one support. Children benefit from a staff team that are committed to training and development to improve their practice. They regularly attend courses on topics such as child protection, equality of opportunity and behaviour management.

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Organisation

Children are familiar with the routine and are comfortable and at ease in the setting. An effective key worker system ensures that children and babies are cared for by consistent staff. Space and resources are well organised which enhances the care offered to children. There are clear systems in place for recording accidents, medication and attendance records. Detailed policies and procedures work well in practice to keep children healthy and safeguard their welfare.

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Organisation

Staff have a good knowledge and understanding of the 'Birth to three matters' framework and curriculum guidance for the Foundation Stage. This means they plan a comprehensive range of activities to offer variety to children. Staff are enthusiastic and work efficiently together as a team and there is a supportive management structure in place. The leadership and management is good. The managers take an active part in the setting and are committed to continuous improvement and development. The manager monitors staff practice through overseeing planning and working in each area. Staff are supported with regular meetings, ongoing training and appraisals to help them deliver the educational programme effectively. Overall, the provision meets the needs of the range of the children for whom it provides.

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Complaints since the last inspection

Since registration 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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Complaints 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

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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): • ensure that all staff are aware of the child protection procedures in the event of an allegation of abuse being made against a member of staff • develop further the use of the 'Birth to three matters' framework to plan for children's next steps in learning.

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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): • develop further the system for planning and assessment to show children's next steps in learning and how all children will be challenged • increase opportunities for children to self-select resources and initiate their own play.

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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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