Training Depot Day Nursery

Training Depot Day Nursery Inspection report for early years provision

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EY340049 Unique Reference Number 02 April 2007 Inspection date Susan Marriott Inspector

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2 Brook Street, Luton, Bedfordshire, LU3 1DS Setting Address

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E-mail

Hesleyside Enterprises Ltd Registered person Integrated Type of inspection Full day care, Sessional care, Out of School care Type of care

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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

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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 satisfactory. 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 satisfactory.

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WHAT SORT OF SETTING IS IT?

Training Depot Day Nursery opened in 2006. It operates from two floors of a detached house near the centre of Luton. All children have access to a secure enclosed outdoor play area. Children attend for a variety of sessions and come from the local multi-cultural community.

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WHAT SORT OF SETTING IS IT?

The nursery is registered for a maximum of 40 children aged from one year to eight years at any one time. The nursery is open each weekday from 07:00 to 18:00 all year round except for bank holidays. There are currently 64 children on roll. This includes 34 children who receive funding for nursery education.

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WHAT SORT OF SETTING IS IT?

There are 16 staff who work with the children. Of these, 11 hold appropriate early years qualifications. The setting also accommodates regular students. The setting is able to support children with learning difficulties or disabilities and those who have English as an additional language. The setting receives support from the Local Authority.

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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 stay healthy because staff follow effective health and hygiene policies and procedures. Sick children are excluded from the provision to minimise the spread of infection and the premises are maintained in a properly clean state. Tables are regularly sprayed with anti-bacterial spray to prevent cross contamination. Children receive appropriate treatment in medical emergency because most staff hold suitable first aid qualifications and the first aid boxes are accessible and suitably stocked. Staff conscientiously record all accidents. Children wash their hands before snack and staff always remind children to wash their hands after visiting the toilet. Staff explain the reasons behind these practices so that children learn about germs through the daily routines. Children’s sleeping patterns are respected and those who are tired are acknowledged. Young children have individual mats and sleeping bags and their individual

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Helping children to be healthy

comforters are easily accessible. Older children have suitable chances to relax with quiet activities after lunch. They can also rest in the comfortable book area.

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Helping children to be healthy

Staff are increasing their use of the outdoor area and set up some activities outdoors. For example, children can choose to sit and mark-make or draw, pegging their artistic work on the wire fencing, to stop it being blown away in the breeze. Children happily dig in the compost tray. Children confidently use the small climbing apparatus and sit and ride toys. Older children skilfully negotiate tyres and obstacles as they ride their bikes around the limited play space. Children practise their balancing skills on upturned washing-up bowls arranged as colourful stepping stones. Staff take children to the nearby park to use the fixed equipment and use the grassy field opposite the veterinary surgery for races and football. However, regular and challenging opportunities for the older and more able children to develop their physical skills are somewhat limited. Children have insufficient opportunities to recognise the changes in

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Helping children to be healthy

their bodies after demanding exercise. Indoors, children independently use a range of equipment, including glue sticks and paint brushes, to develop competent hand to eye coordination.

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Helping children to be healthy

Children are suitably nourished as they have regular and nutritious food and drinks in adequate amounts. Jugs of water and cups are available for children in the play rooms at any time, so they do not become thirsty. Staff offer second and third portions of food to those children with eager appetites. Staff sensitively support children to try new tastes. Meal times are social occasions when staff sit and eat with the children giving good opportunities for children to develop suitable eating habits and table manners. Staff encourage children to be independent by scraping their own plates and clearing away any waste food.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Staff give high priority to the security of the premises and the supervision of the children. Staff are instantly recognisable in their blue tabards embroidered with the train logo and there is a calm and purposeful atmosphere on entry to the nursery building. Visitors are asked to sign the visitor record when they arrive. A new risk assessment system has recently been completed and relevant risk assessments are completed on a daily basis. Modifications to the premises, such as fitting a finger guard to the door outside the office, are improving safety for the children. There is a clearly displayed fire procedure and the policy states that drills are carried out monthly. However, regular drills have lapsed over recent months. Currently, drills are not carried out

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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 with sufficient frequency to enable all children and staff to be familiar with the evacuation procedure.

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Protecting children from harm or neglect and helping them stay safe

Children are warmly welcomed and well cared for in a pleasant, suitably safe and secure indoor environment. Bright displays of children's work enhance the environment and reinforce and consolidate topical learning. Staff are beginning to thoughtfully set out the equipment to facilitate children's choice and developing independence and ensure that a suitable range of activities relating to the six areas of learning are available.

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Protecting children from harm or neglect and helping them stay safe

Children's welfare is properly safeguarded because they are protected by vigilant and caring, informed adults. The senior staff have received suitable training in this field. Concerns are properly recorded in an incident book. Relevant literature is accessible for ready reference and a comprehensive policy guides staff in the implementation of procedures in line with those of the Local Safeguarding Children Board.

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Helping children achieve well and enjoy what they do

The provision is satisfactory. The friendly staff are beginning to work well together as a team and they provide a wide variety of activities for the children. They follow children to the activities which attract their interest and provide generally effective support to draw learning from play. This promotes positive outcomes for children. Staff encourage children's self-confidence, independence and praise children's achievements to raise their self-esteem. This is having a positive impact upon children's behaviour, which can be challenging at times. Staff provide positive role models and give highly sensitive support to all children. They demonstrate a genuine affection for children and clearly enjoy their company. Children are happy, settle quickly and relate well to other children and staff. Staff generally encourage and build children's vocabulary through constant praise and recognition. Staff adapt their questioning to reflect each child's stage of development. This

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Helping children achieve well and enjoy what they do

helps them meet the needs of all children. Staff use the 'Birth to three matters' framework to underpin the foundations of the educational programme for the younger children. Younger children happily play together, and are beginning to take turns, share and to talk to others. They experiment with crayons, pencils and chalk, and explore sand, paint and dough.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is satisfactory. Children are making steady progress towards the early learning goals given their ages and starting points. Staff engage with children at the activities of their choice and they interact appropriately to draw the learning from play. Staff work well as a team to prepare toys and equipment in advance and mostly achieve a good balance between adult-led and child-initiated activities. Staff have a reasonable knowledge of the Foundation Stage and plan to provide an overall balance across all six areas of learning. Planning reflects the curriculum guidance and activities are appropriately referenced to the stepping stones to ensure a clear focus to secure and progress children's learning. Staff are working hard to improve their observations of children's achievement. These are referenced to the stepping stones and used to inform the next steps in children's learning.

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Helping children achieve well and enjoy what they do

Children's personal, social and emotional development is nurtured very well. Children enjoy the activities on offer, and are beginning to concentrate and persevere well to complete tasks. They are beginning to show care and concern for one another and this is reinforced through activities such as a role-play wedding scenario. The staff praise the children for their helpfulness which reinforces children's self-esteem and confidence. Staff make generally good use of

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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 rhymes, songs, books and story time. Staff choose rather ordinary topics which run for two months at a time and this restricts their creativity when planning activities for children. However, they are beginning to adopt a more integrated approach to teaching by incorporating literacy and mathematical learning into those topics. For example, children are encouraged to think about their own bodies and to name and number their body parts with their own mark-making on a body outline, displayed on the wall. Signs in the environment use numbers in a practical context. For example, a notice informs children and staff that 'two children are allowed to play in the sand'. Regular activities to promote children's exploratory impulses and investigative skills are given less emphasis. The staff are beginning to make use of the local facilities to

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Helping children achieve well and enjoy what they do

supplement the provision for physical development. For example, children walk to the nearby park for races and football games. Children are also supported in the development of the fine motor skills required to use tools, pencils and crayons to handle small objects with increasing control and precision. Children experience a variety of media such as paint and glue, and staff stand back and mostly allow the children to express their own original ideas rather than imposing a predetermined end product. For example, the children make Easter baskets to a fixed model but decorate them as they wish.

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Helping children make a positive contribution

The provision is satisfactory. Children from the local community are warmly welcomed and included in all activities. Children develop their understanding and appreciation of others through simple activities that promote a greater awareness of the wider world. Plans show that children participate in activities connected with various festivals including Chinese New Year and Divali. A colour chart is displayed in dual languages of Polish and English. Currently there are children with special needs attending the setting. A comprehensive policy is in place regarding special needs which details how the service will be provided to children. Staff have appropriate skills, awareness and experience and ensure that they work with parents and other professionals to meet each child's needs. Staff praise children freely, ensuring that they develop confidence and self-esteem and understand when they have done well. Children are generally well behaved in response to

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Helping children make a positive contribution

the consistent expectations of caring staff. Some staff have attended behaviour management training and are beginning to use effective strategies such as rattling a tambourine, to gain children's attention. Children are suitably praised for using their 'listening ears'. Staff simplify their language to two or three word sentences, when required, to match children's levels of understanding and this helps them to explain the difference between right and wrong. Children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

Staff are working hard to develop a positive partnership with parents and carers to support children’s progress in learning. Parents are warmly welcomed into the provision and are well supported by staff during the settling in process. They talk to parents and carers at delivery and collection of times. Extensive information is available for parents on a daily basis. Parents receive an appropriate information pack and the complaints system complies with new legislation. Daily bulletin whiteboards in prominent positions ensure that parents and carers are kept up-to-date on matters of current relevance. This is helping to support improved communication systems. Chalkboards in the nursery playrooms provide a useful medium for staff to make quick notes and pass on messages to colleagues. Photographic displays of nursery activities inform parents and visitors about recent events, such as the role-play wedding, to mark Valentine's

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Helping children make a positive contribution

Day. Staff encourage parents to share information about their children and they are able to see their child's records and regularly contribute to them if they wish. When working well, this

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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 arrangement of two-way sharing benefits the child and enhances their learning. The partnership with parents of children who receive nursery education is satisfactory.

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Organisation

The organisation is good. Increasingly positive outcomes are promoted for children through the generally effective organisation of the setting. The owner, the manager and staff are beginning to work closely together, consistently aiming to improve practice through discussion, evaluation and monitoring. Management demonstrates that staff are valued through a 'staff of the month' display board, featuring photographs and letters of thanks received. The manager demonstrates a sound knowledge and understanding of the National Standards and is developing ways of ensuring that staff consistently implement the policies and procedures of the nursery. For example, staff sign to confirm that they have read and understood the policies. The manager then asks the staff random questions during her tours of the nursery to test their knowledge. The owner requires his manager to spend at least one hour per day upstairs observing and guiding the

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Organisation

staff who work in the Cubs room for the younger children.

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Organisation

All staff hold appropriate clearances and meet the qualification requirements in the national standards. Generally effective recruitment and induction procedures are in place. The system for recording children's attendance is manageable and accurately reflects the numbers of children on the premises. This ensures children's safety in an emergency situation. A recent review of documentation and identified actions arising from the change of ownership of the nursery, remain as 'work in progress' and the operational plan is not yet complete. Successful completion of these tasks is likely to substantially improve the quality and standards of provision. Job descriptions are in place and clarify the roles and responsibilities of the staff. Room leaders have been identified to give clear management, and the manager is free from room responsibility so that she can carry out her managerial duties. These new initiatives provide a sound basis

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Organisation

upon which to move the development of the nursery forward.

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Organisation

Leadership and management of the nursery education is satisfactory. The manager is working with the staff, encouraging them to be more proactive in planning and organising the learning environment. Staff are increasingly receptive to ideas and suggestions and have the confidence to experiment with systems to find out what works for them. The nursery is beginning to monitor and evaluate their practice, in order to improve the quality and standards of teaching and learning. Taken overall, the provision meets the needs of all children.

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Complaints since the last inspection

Since registration there have been no complaints made to Ofsted that require the provider 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 satisfactory. 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 satisfactory.

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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 fire drills are carried out with sufficient frequency to enable all children and staff to become familiar with the evacuation procedure • ensure that the current work on the operational plan is completed.

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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 the range of topics and activities, play opportunities and first hand experiences which allow children to build on their natural curiosity as learners and to develop their language and mathematical thinking. Ensure that the programme for physical development provides appropriate levels of challenge for the older and more able children • ensure the educational programme is suitably monitored, for example, through the use of the self-evaluation form, and address identified areas of weakness to improve the quality of provision.

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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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