The Alphabet House Nursery Schools

Alphabet House Nursery Inspection report for early years provision

p.1

EY233765 Unique Reference Number 29 May 2007 Inspection date Maxine Rose Inspector

p.1

The Stroud Pavillion, Savage Gardens, Beckton, E6 5NB Setting Address

p.1

E-mail

Alphabet House Nursery 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 good.

p.2

WHAT SORT OF SETTING IS IT?

Alphabet House Nursery is one of a chain of nurseries. It opened in 2002 and operates from two rooms in an amenity building. It is situated in the New Beckton Park in the London borough of Newham. A maximum of 32 children may attend the nursery at any one time. The nursery is open each weekday from 08.00 to 18.00 all year round. All children share access to a secure enclosed outdoor play area.

p.2

WHAT SORT OF SETTING IS IT?

There are currently approximately 30 children aged from 0 to under five years on roll. Of these, eight receive funding for early education. The nursery mainly provides for children in the local area. The nursery currently supports a number of children with learning difficulties and or disabilities and also supports a number of children who speak English as an additional language.

p.2

WHAT SORT OF SETTING IS IT?

The nursery employs nine members of staff, all hold appropriate early years qualifications

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

p.2

Helping children to be healthy

The provision is satisfactory. Children maintain a healthy diet because meals are served with fresh drinking water, fruit, and vegetables. This helps to ensure children stay hydrated throughout the day and receive appropriate nutrients to sustain healthy growth and development. Children are able to enjoy a variety of foods because meals are prepared according to the children’s religious and dietary requirements. Meal times are organised well to enable the children to enjoy the social experience of group discussions, serving food and pouring drinks. The social occasion of meal times enables children to be involved in maintaining their own personal hygiene and the cleanliness of their environment. For example children wash their hands before handling food and after they have eaten and they help to clean the tables and clear their plates away. The staff and professional cleaners are active in ensuring the premises are kept clean. They help to minimise the spread

p.3

Helping children to be healthy

of cross infection by using antibacterial agents to clean all work surfaces including the nappy changing area. Children stay physically fit because they make full use of the outdoor space, the tricycles, the balls, the hoops, the rackets, the tunnel and the climbing apparatus to test their strength and agility. The children are thoroughly challenged when running, jumping, stretching, balancing, crawling, sliding and hanging from the beams. Under two’s increase their mobility as they crawl through the tunnel and they improve their coordination when they use the rackets to bat balls. All the children can receive appropriate primary care in the event of a minor accident because staff are trained to provide first aid. The group have clear procedures for enabling children to receive emergency treatment and managing sick children. This helps to ensure children’s health needs are met. The procedure for managing the administration of

p.3

Helping children to be healthy

medication does not always ensure written consent from parents is granted beforehand or that the reason why medication is given is noted. This arrangement does not fully ensure children’s wellbeing is safeguarded.

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is good. Children can play in a safe environment because there are a variety of practical measures in place to minimise the risk to children. Safety measures include CCTV security systems, thorough staff vetting procedures and clear arrangements for children’s collection. This helps to ensure children are cared for by suitable adults at all times. Children’s safety is reinforced by daily registration procedures, appropriate child ratios and staff deployment. These measures help to ensure children’s activities are closely monitored and that they receive adequate supervision. Other procedures such as risk assessments enable children to make full use of the space, furniture and resources because these are well maintained and, suitably positioned for easy access. For example children can select from a wide range of books because these resources are displayed on low shelving and storage units. Children become more aware of personal safety

p.3

Protecting children from harm or neglect and helping them stay safe

as they are reminded to walk rather than run indoors and they take part in fire drills where they learn how to behave in the event of a fire. The children can receive consistent care and attention if they have a minor accident because the staff maintain a record of accidents which is made available to parents. Children are kept safe because the staff are trained in safeguarding children from abuse. The staff have clear guidelines for managing all areas of child abuse which include monitoring and recording concerns that may arise.

p.3

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

p.3

Helping children achieve well and enjoy what they do

The provision is good. Children settle well because they have a familiar routine which allows them sufficient time during the day to eat, rest and play. The staff have received training in Birth to three matters. They plan an enjoyable day for the children which include a variety of interesting activities to help the children make progress in all areas of their development. For example children under three years develop their independence as they feed themselves and help to serve food to others at meal times. They are building their confidence and self esteem as they speak in small groups and learn new skills such as using a racket to hit a ball. Children’s confidence is reinforced by the staff who are well deployed to support children’s activities and praise the children for their efforts. For example the staff say “well done” when two year climbs up the ladder. The children have the chance to be creative in ways that is fun and exciting, for example using their

p.4

Helping children achieve well and enjoy what they do

hands to make designs out of foam and drawing with large chalk. The children are developing warm relations with each other and the staff, this is made possible by group games in the playground where children join hands, sing and dance together. The staff are also attentive to the children’s emotional needs by providing one to one care, holding children's hands, sitting them on their laps and giving cuddles which make the children feel valued.

p.4

Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. The children participate in almost all the activities available to them and they readily change their activities by selecting new equipment off the shelves. This develops the children’s confidence and enables them to initiate their own learning. Three year olds concentrate well to complete floor puzzles. These resources and some of the books children read, present positive imagery of people in the wider world thereby raising children’s awareness of diversity. Children actively engage in storytelling and singing. They listen attentively most of the time and often recite parts of the story to the group, however there are times when children talk too loudly which can be distracting for other children. Routine activities like circle time and the weather chart enhance children’s communication skills, by introducing them to new words and their meanings. For example children learn new words such

p.4

Helping children achieve well and enjoy what they do

as trumpet, unicycle, cloudy, frosty and indigo. The children point to photographs in the lobby and use appropriate language to express feelings, such as ‘sad,’ ‘angry’, ‘grumpy’ and ‘happy’. The learning environment is rich with displays of words, books and labels to attract children’s interest in the written word. Children are learning to recognise their names when they collect their name cards each morning and some children practise writing their names and simple words using upper and lower case letters. Children talk confidently about their families, their experiences and important features of their environment. For example a three year old explained that she was going to the supermarket to buy food for her family and neighbours who will attend her Holy Communion. This example shows children are aware of their own cultural and religious values. Children’s understanding of different religious and cultural values is positively

p.4

Helping children achieve well and enjoy what they do

reinforced through themed topics about Diwali, Chinese New Year, Eid and Christmas and Easter celebrations. These topics also enable the children to be creative. For example children make lanterns for Chinese New Year and displays show children use paints, colour, glue and computer printing to express a variety of creative ideas. Three year olds are becoming more adept at using information technology for the purpose of writing and playing games. They are also developing an understanding about their environment as they sow seeds and learn about the lifecycle of animals. The staff provide children with a good selection of natural resources to observe with the use of magnifying equipment, such as dried mushrooms, shells, sea weed, sand, soil and acorns. Children use a range of sorting equipment, number cards and games to

p.4

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 practise counting and recognising numbers and shapes. Children count confidently to ten and beyond and they recognise a variety of shapes displayed on cards.

p.4

Helping children make a positive contribution

The provision is good. The children’s individual needs such as their dietary, sleeping and eating requirements are given high regard. This helps to ensure children are respected and valued in the setting. These ideals are extended positively in other areas to develop children understanding of living in a diverse community. For example children celebrate different cultural and religious festivities where they make cultural decorations and sample different foods. In addition to celebrating religious festivals, welcome signs and labels are displayed in dual language and children are able to use books that reflect positive images of people from around the world.

p.5

Helping children make a positive contribution

The group have established an inclusive learning environment where all children take part in the full range of activities. There are effective arrangements to care for children with special educational needs such as the provision for exchanging information with parents and relevant agencies to aid children’s progress. Children’s behaviour is good. The staff are consistent with setting clear boundaries for how children should behave. The children receive clear explanations for how to behave well and work in groups where they have the chance to practise sharing and turn taking. For example at snack time children serve food and pour drinks for one another. Children are cooperative. They help to clear away after snacks and sort equipment at the end of the session.

p.5

Helping children make a positive contribution

The partnership with parents and carers is good. Children’s learning experiences are greatly enhanced by the effective communication with parents. There is a range of useful information available to the parents. Information for parents include newsletters, handbooks, daily routines, information about curriculum planning and children’s profiles. There are good opportunities at the beginning and the end of the day for parents to share information with the children’s key workers about their children’s progress. This arrangement helps to maintain an open dialogue with parents which helps to ensure children receive appropriate support. Children's social, moral, spiritual and cultural development is fostered.

p.5

Organisation

The organisation is satisfactory. The children’s learning experience is enhanced by the practical use of space. For instance most resources are positioned on low shelving to provide children with easy access. Also the group room is divided into a multifunctional space for children to enjoy dining, messy play and quiet reading. There are well presented policies and procedures in place which underpin the operation of the setting and in most areas promote the children’s welfare. For example a key worker system helps to ensure children settle with ease and a clear complaints procedure promotes trust between parents and staff. There are some shortcomings with the procedure for administering medication this does not fully ensure children are safeguarded or that information is kept in a confidential manner.

p.5

Organisation

Leadership and management is good. A long serving team of staff work very well together to plan for children’s learning and also to monitor and assess their progress. They provide a balanced programme of interesting and challenging experiences for the children. At times assessments lack detail and plans for supporting children to the next stage of learning are limited. Staff have attended training and have good knowledge of the Foundation Stage

p.5

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 curriculum. Effective arrangements ensure staff are fully aware of their roles and responsibilities and can improve and develop their skills through training and appraisals. The setting meets the needs of the range of children for whom it provides.

p.5

Improvements since the last inspection

The group have made improvements since the last inspection. Appropriate hand washing facilities such as soap and paper towels are readily available and used by the children to maintain their personal hygiene. In addition to improved washing facilities, children’s health is maintained because meals include healthy choices such as fresh fruit and vegetables. Children are learning about the wider world in positive ways. For example children celebrate different cultural festivities such as Chinese New Year, Diwali, Eid and Christmas and they use books that reflect positive imagery of diversity.

p.6

Complaints since the last inspection

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

p.6

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.6

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.6

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

p.6

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 the procedure for administering medication includes prior written consent from parents/carers and the reason why medication is being given • ensure children’s records are maintained in a confidential manner

p.6

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): • support children's language development by encouraging them to speak in a moderate tone, rather than shouting or talking loudly • ensure assessments are used effectively, evaluate what has been learnt about children's achievements and plan for the next stage of their learning

p.6

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 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.6

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.7