Flying Start Nursery Chain

Flying Start Nursery Chain Inspection report for early years provision

p.1

EY344682 Unique Reference Number 18 April 2007 Inspection date Carole Argles Inspector

p.1

The Lodge, Cemetery Road, GILLINGHAM, Dorset, SP8 4AZ Setting Address

p.1

E-mail

Elestar Services Limited Trading as Flying Start 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 good. 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?

Flying Start Nursery opened in its present location in 1998 and has been under the current ownership since 2006. It is situated in a converted house premises close to the centre of Gillingham in Dorset, and has an enclosed outdoor play area. The nursery is one of three nurseries operated by this provider. It is open each weekday from 09.00 until 15.00 during term times, caring for children aged two to under five years. A maximum of 31 children may attend. In addition, the provider offers a holiday club for children aged from two to eight years.

p.2

WHAT SORT OF SETTING IS IT?

There are currently 71 children aged from two to under five years on roll. Of these, 57 children receive funding for nursery education. The majority of children attending live in Gillingham and the surrounding villages. The nursery supports children who have learning difficulties or disabilities but currently there are none who speak English as an additional language. The nursery employs eight staff to work with the children, of whom seven hold appropriate early years qualifications. The other member of staff is currently undertaking training. The nursery is a member of the North Dorset Day Nurseries Association.

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 good. There are effective measures in place to promote the children’s good health and to encourage them to adopt a healthy lifestyle. Staff implement sound procedures to reduce the risk of infection spreading between children. Children who are ill or infectious are not permitted to attend the nursery. The premises, equipment and toys are kept hygienic; the cloakrooms are cleaned at least daily and the tables are wiped before meals. The staff take appropriate precautions when changing nappies and provide disposable towels for hand drying. The children’s first aid needs are well provided for. All staff hold an appropriate first aid certificate and suitable first aid equipment is readily available. Sound procedures ensure that any required medication is administered safely to the children and staff take additional training where appropriate. Any children who have allergies or asthma are well supported because information about their

p.3

Helping children to be healthy

specific requirements is kept readily accessible to ensure they receive the correct care promptly.

p.3

Helping children to be healthy

The children receive nutritious snacks, which always include fresh or dried fruit or salad vegetables. Staff are vigilant to ensure that any specific dietary requirements are met and that all food is prepared appropriately. Many parents provide packed lunches for their child but they can opt to buy wholesome cooked meals, which are provided through the nursery by an outside caterer. A wide and varied menu is available. All children have a drink of water or milk at snack time. A jug of drinking water and cups are set out so the older children can serve themselves if they are thirsty. However, drinks are not as readily available for the younger children.

p.3

Helping children to be healthy

The children begin to learn how to keep themselves healthy. They talk about the importance of good hygiene and develop good hand washing routines. They understand that this is important to remove germs to stop them becoming ill. They take part in many activities to help them learn about a healthy eating. For example, they grow salad vegetables which they eat and they sample a variety of fruit. The staff introduce discussions about healthy foods during the children's pretend play and as they eat their snack. A dental hygienist talks with them about caring for their teeth. Sun safety is promoted effectively; the children wear hats and sun cream and are beginning to know why this is important.

p.3

Helping children to be healthy

The children have timetabled periods of exercise daily and this usually takes place in the enclosed outside area where they have space to run and play freely. At times, when the weather is very rainy or cold, they have exercise indoors perhaps moving vigorously to music or playing ball or ring games. The children are developing good control and coordination of their movements and use a suitable range of play equipment including wheeled toys, hoops and balls. They enjoy using a climbing frame and slide although this provides limited challenge for those who are more agile. The staff help the children learn new skills, for example, how to pedal the wheeled toys. The children show a developing sense of space as they move around, crawling through tunnels or negotiating a course with a tricycle. They enjoy these periods of exercise which help to keep them fit.

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is good. The children are comfortable and settled in the premises which are a safe and welcoming environment. Staff create a child-friendly atmosphere with many displays of children’s artwork,

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 photographs, and posters as well providing informative notice boards for the parents. Rooms are set out with areas dedicated to specific activities such as creative art, pretend play or books. There is a wide range of furniture, toys and equipment to meet the children’s developmental needs. The staff use toy libraries to extend the variety of resources available. All items are of good quality and are safe and suitable for the children to use. Many toys and resources are stored in labelled boxes within the children’s reach allowing them to make choices about what they do and to select items independently.

p.3

Protecting children from harm or neglect and helping them stay safe

The staff have a good understanding of safety issues and take effective action to minimise the likelihood of accidental injury to the children. They carry out regular risk assessments and address any identified hazards. The staff check the premises daily before the children arrive. All electrical items are inspected annually. Suitable measures are taken to prevent children reaching potentially hazardous areas; for example, the stairs are well protected and children do not enter the kitchen; rails on first floor windows allow good ventilation but minimise risks to the children’s safety. The children are well supervised at all times and are never left in rooms unattended. Appropriate fire safety measures are in place; the children practise the evacuation procedure regularly and show they have a clear understanding of what to do in the event of an emergency. The children begin to learn how to keep themselves safe and staff ensure that

p.4

Protecting children from harm or neglect and helping them stay safe

they understand the possible consequences of their actions. For example, they remind them why it is important that they do not put small items in their mouths and why they may hurt themselves if they run inside the building.

p.4

Protecting children from harm or neglect and helping them stay safe

There are effective measures in place which contribute well towards safeguarding the children from harm. All staff undertake training so that they understand how to protect children and they know what they must do if they have concerns about the welfare of a child in their care. Robust procedures ensure that children are only collected by authorised adults. The premises are kept secure and entry to the building is monitored.

p.4

Helping children achieve well and enjoy what they do

The provision is good. The children are greeted on arrival at the nursery and most part readily from their parents and settle quickly at the activities. Any who are less sure receive sensitive support from the staff. The children form warm and relaxed relationships with the adults, going to them for reassurance, help or just to talk. The staff show genuine concern for the children’s welfare and unfailingly treat them with care and kindness. There is a good level of interaction and conversation between them and this encourages the children to develop good communication skills. Most speak confidently and clearly and they are developing a wide vocabulary. They respond readily to the open questions posed by the staff. Although the staff are always there to help, the children are encouraged to develop independence, for example, when washing their hands, putting on their shoes or by helping to clear away the toys. Frequent praise and encouragement promotes

p.4

Helping children achieve well and enjoy what they do

The children take part in a wide range of activities which are adapted to match their ability. There is a wide range of easily accessible toys and resources to support this. The staff plan and provide a balanced routine for the day which includes times for circle times, exercise, free choice and more focussed adult-led activities. A pictorial chart is displayed in the younger children’s room which is used to show newer children what is going to happened next, providing reassurance and security for them. Children follow a broad and interesting curriculum, which is based either on the Foundation Stage curriculum or Birth to three matters framework for the younger children. Staff frequently carry out observations of what the children can do 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 assess their development. This allows them to adapt the activities to their ability and this ensures they make good progress. The children have many opportunities to initiate their own play and make choices about what they do. The staff respond readily to their requests; for example, a child says she wants to clean the cars and a bowl of water is quickly produced and other children join in. The children are well occupied and enjoy what they do.

p.4

Helping children achieve well and enjoy what they do

The quality of the teaching and learning is good. The staff have a secure knowledge and understanding of the Foundation Stage curriculum. This allows them to plan and provide a wide range of activities and experiences for the children which effectively support their learning. Consequently, the children are progressing well towards the early learning goals. The staff work directly with the children at the activities and encourage them to think and express their own ideas by asking them many open questions. The children’s comments and achievements are valued and praised. During part of the session, the children can choose what they do, selecting the activity they wish to use from a box on a shelf or from an extended range in a book. The staff plan the activities in advance ensuring that they have resources readily available. They have clear objectives for the more focussed activities and how these will be used to support

p.5

Helping children achieve well and enjoy what they do

the children’s learning. However the staff do not always make full use of the rooms and resources available; consequently, the children have a restricted space in which to move or play and, at times, the noise level rises.

p.5

Helping children achieve well and enjoy what they do

The children are keen to take part in activities and most show good concentration on what they are doing. They understand there are times to sit quietly and listen to others for example at registration and story times. They readily wait their turn to take part in activities and show respect for others. They begin to think about their emotions and are able to describe what may make them happy or sad. Most children speak clearly and confidently, taking turns in conversations, and asking and responding to questions. They are developing a wide vocabulary and use this to express their ideas. For example, when playing with cornflour and water, a child says 'it feels slippery like soap'. The children enjoy looking at books and listening to stories. They are beginning to link sounds to letters and to recognise familiar words such as their names. The staff help them identify other words, prompting them with clues like “it begins with the

p.5

Helping children achieve well and enjoy what they do

first sound of your name” as a child searches for the word April. There are many activities to help children develop the control and coordination necessary to begin to use a pencil and write. They make large arm movements when painting the garden fence with water and when exploring large trays of cornflour or jelly with their hands. They develop good hand-eye coordination handling small objects and tools, such as hammering or joining a construction piece, or using tools with playdough. As a result, some are beginning to form recognisable letters and to write their names, for example, to label their pictures and drawings.

p.5

Helping children achieve well and enjoy what they do

The children are encouraged to solve problems in their construction activities, finding the correct piece to complete their model, or deciding how they will fix the line to a fishing rod they have made. Many spontaneously use the correct language to describe or compare the size or quantity of objects, using words such as empty, longer or smallest. They are beginning to understand that there are sequences and talk about the days of the week and the seasons of the year at registration time. The children are interested in number and staff frequently talk about numbers and encourage the children to count. However, this takes place less frequently with the older children. Sometimes they are asked compare groups of objects, for example, at snack time deciding how many plates or cups are needed for the children at their table. However, staff do not take full advantage of opportunities for children to solve this type of problem and

p.5

Helping children achieve well and enjoy what they do

there is less emphasis on this aspect of their development.

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 The children use their imaginations well in pretend play and enjoy dressing up. They talk readily about what they are making with construction toys and talk about their drawings. Some develop a narrative in their make-believe play with others. For example, a group of boys made fishing rods and sat down on chairs to fish at the side of the river. They enjoy music and singing, joining in enthusiastically with the words and actions. They often use and explore simple musical instruments. There are many activities that encourage children to investigate and explore materials. They use equipment such as binoculars to watch birds through the window, or magnifying glasses to examine objects in the garden. Children were experimenting to see if materials would float or sink, later making boats from paper or foil to see what would happen.

p.5

Helping children achieve well and enjoy what they do

They responded to this task with excitement, many showing sustained interest. They begin to learn about their community and the wider world, sometimes visiting the local supermarket or library, or having visitors to the nursery to talk with them about what they do. The children find out about different cultures and traditions and how festivals, such as Christmas, Chinese New Year or Diwali, are celebrated. They have opportunities to use a computer and other technology to support their learning. The children have a positive attitude towards what they do and are well motivated to learn.

p.6

Helping children make a positive contribution

The provision is good. The children’s spiritual, moral, social and cultural development is fostered. They behave well, playing cooperatively together, sharing fairly and taking turns. They show concern for others and form good relations with staff and their peers. Most children are confident and eager to learn. They show good self-esteem because they receive frequent praise and recognition of their achievements and for good or caring behaviour. This helps them understand when they have done well. The staff have a clear understanding of positive ways to manage the children’s behaviour; they are good role models for the children treating them with courtesy and respect and the children follow this example. They have appropriate expectations for the children and carefully explain to them why sometimes their behaviour is unwanted, for example, dangerous to themselves or others.

p.6

Helping children make a positive contribution

There is an effective key-worker system in place and good communication between the parents and staff who talk about the children daily. This ensures that children’s individual needs are met so they are settled and secure. Each week, children have time alone with their key-worker so that their progress can be monitored and the next steps in their learning planned. Any children who have learning difficulties or disabilities receive good support from staff. They are included in all activities which are adapted to meet their specific requirements. Staff work closely with their parents and other agencies, such as Portage, to plan their care and future development. Additional adult support is provided for children where necessary. At snack and singing times, for example, the staff and children use sign language as an additional form of communication and this ensures that all are familiar with it. The children begin to learn about

p.6

Helping children make a positive contribution

the different cultures and traditions in society. They use a range of resources and books which depict positive images of diversity. Some older children benefit from the opportunity to begin to learn Spanish. They enjoy the practical activities and respond eagerly and correctly when asked the words for stars, ears or eyes. This approach helps the children develop an accepting attitude towards others.

p.6

Helping children make a positive contribution

The partnership with parents and carers is good and parents talk positively about the relationships they have with the staff and the care their children receive. There is an effective settling in process so that new children become familiar with the staff and their surroundings. This also allows the parents to begin to establish a good working relationship with their child’s

p.6

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 key-person. Plenty of information is available for parents so that they know about the organisation and routines of the nursery. They find out about the Birth to three matters framework and the Foundation Stage curriculum so they understand how their child will be learning. Parents are kept well informed about their child’s progress through informal and planned discussions with staff. They also receive twice-yearly reports. Staff value parents’ comments about their child’s progress and encourage their involvement with their learning. Each week the children take home an activity pack, carefully matched to their ability, to share with their parents. A two-way dialogue about their achievements is recorded in a notebook. This partnership contributes effectively to supporting the children’s good progress.

p.6

Organisation

The organisation is good. The children benefit from the good organisation of the nursery. All the required records, policies and procedures necessary to promote the children’s welfare, safety and development are in place and reviewed regularly. This includes suitable recruitment and complaints procedures. People who have not been vetted do not have unsupervised access to the children. Copies of relevant documents are made readily available to parents.

p.7

Organisation

The staff are well qualified and are committed to their professional development. They frequently undertake training to extend their knowledge of childcare issues. Suitable staff to child ratios are maintained and the children receive good levels of support and attention. Staff work cooperatively together and the sessions run smoothly for the children. The space and resources are well organised. This allows the children to take part in a wide range of activities and to act independently, for example, when accessing the cloakrooms or choosing toys and resources. There are many rooms in the nursery with each dedicated to a specific area of play such as art, pretend play or quieter activities. At times, for example, when staff are preparing snacks or at the beginning of the sessions, they do not make effective use of the space available and the children are somewhat crowded and restricted in their access to a wide variety of activities.

p.7

Organisation

The leadership and management is good and this ensures that the children are making good progress. There are clear management systems in place. This includes regular self-assessments to evaluate the strengths of the nursery and the education provision as well as identify areas for further development. As part of this process, the views of parents are sought through questionnaires and advice obtained from outside agencies. These evaluations are effective and this results in new systems being introduced, recently for example, for planning and tracking the children’s progress. The staff have a clear understanding of their roles and responsibilities and work effectively together to plan and implement the curriculum. There are sound procedures in place to monitor the effectiveness of the teaching and to make sure the children are making progress in all areas of their learning.

p.7

Organisation

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

p.7

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.

p.7

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 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.7

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.8

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.

p.8

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

p.8

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): • review the provision of drinking water for children aged two to three years • review the deployment of staff and organisation of activities to ensure that good use is made of space at all times (also applies to Nursery Education).

p.8

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): • extend the opportunities for children to use numbers in practical situations.

p.8

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.8

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.8