St Aidan's Catholic Primary School

Walkers Private Day Nursery Inspection report for early years provision

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101801 Unique Reference Number 26 September 2007 Inspection date Pamela Edna Friling Inspector

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St David's Walk, Church Street,, Moreton - in - Marsh, Glos, GL56 0LT Setting Address

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E-mail

Caroline Koenig Registered person Integrated Type of inspection Full day 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 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?

Walkers Private Day Nursery is located in the Cotswold market town of Moreton-in-Marsh. It is within walking distance of St. David's Primary School and other local amenities including the library, park and local shops. The nursery serves both the town and surrounding rural areas.

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WHAT SORT OF SETTING IS IT?

The nursery provides care for a maximum of 24 children from 18 months to eight years at any one time. There are currently 48 children on the roll. This includes 15 children who are in receipt of funding for nursery education. The nursery has systems in place to support children with learning difficulties and/or disabilities and children who speak English as an additional language. The nursery is open throughout the year, with the exception of bank holidays and a two-week break at Christmas. Session times are between 08.00 and 16.00. Out of School care is also provided.

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WHAT SORT OF SETTING IS IT?

A team of eight staff members are employed. Five hold suitable childcare qualifications at Level 3 and above. The additional staff members are working towards recognised childcare qualifications. The nursery 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 attending the nursery enjoy a wide variety of healthy snacks and meals. Children are encouraged to eat five portions of fruit and vegetables each day as part of a balanced and nutritious menu. Children are developing a good understanding of healthy food choices through planned topics on healthy eating and general discussion during snack and meal times. For example, children discuss how milk makes them strong. Food is prepared by the staff who demonstrate good understanding of food hygiene procedures. Staff work closely with parents to ensure that children's individual dietary needs are met. Children remain well hydrated through easy independent access to drinking water throughout their time at nursery. Older children happily assist the younger group members to get drinks from the water cooler.

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Helping children to be healthy

Children's health is further promoted through satisfactory standards of hygiene and cleanliness throughout the nursery. An effective rota is in place to ensure all areas of the nursery and all resources are cleaned regularly. However, observed table cleaning prior to a meal was not completed thoroughly as large portions of the table top were missed in the wiping process. Staff follow good nappy changing procedures to reduce the risk of cross-infection, for example, they wear aprons, gloves, clean mats after use and dispose of nappies appropriately. However, damage to the plastic covering of nappy changing mats reduces the effectiveness of cleaning routines.

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Helping children to be healthy

Consistent adult support and guidance helps children to become increasingly independent in their personal care, for example, washing their hands before food and after using the toilet. Older children confidently use the toilet themselves and are beginning to make a connection between good health and hygiene. However, children in nappies do not have their hands wiped as part of the nappy changing routine to extend their awareness of their own personal hygiene. A clear written policy regarding sick children and the effective recording of emergency consents, medication permission and accident records, further promotes children's good health and well-being.

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Helping children to be healthy

All children have daily opportunities for physical exercise which contributes to their good health. They have a secure outdoor play area and all get excited when it is time to go outside. Children are supported appropriately as they negotiate the obstacle course and perfect their balancing and jumping skills. Children pedal confidently as the manoeuvre wheeled toys around the small outdoor area. They show good awareness of others using the space and avoid crashing into fellow riders. Children are able to develop their climbing skills on a small climbing frame. However, this provides only limited challenge to the most physically able children.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. The premises, although small, are welcoming, well organised and comfortable for children to use safely. The premises remain secure with parents and visitors announcing their arrival via a door bell. Staff are proactive in ensuring visitors to the nursery are aware of safety issues with a brief introduction to fire exits and routines. Written risk assessments and daily checks promote children's safety and well-being in an effective way. For example, sleeping children are checked visually every five minutes and these checks recorded. The outdoor area is checked before use each day for any potential hazards. Children are able to play freely and safely in both the

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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 premises and outdoor area through close supervision by the staff. Staff are vigilant and observant and quickly spot any potential hazards while children play.

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Protecting children from harm or neglect and helping them stay safe

Children are able to choose from a wide range of resources. These are well organised, to allow them safe and independent access whatever their age. Toys are in good condition, being cleaned and checked regularly to ensure that they remain safe and appropriate for children. Children develop good independence as they access resources freely for themselves. These are of good quality and stored invitingly on low shelves and in labelled drawers and boxes to aid individual choice. Children's own pictures and paintings are clearly labelled and displayed around the room. However, most displays are at a high level. To compensate, children may choose, independently, to display their work in a low level children's gallery.

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Protecting children from harm or neglect and helping them stay safe

There is a comprehensive written child protection policy in place and all staff have a thorough understanding of the signs and symptoms to be aware of and who to contact if they have any concerns. This ensures children are well protected.

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Helping children achieve well and enjoy what they do

The provision is good. Children arrive at nursery with enthusiasm and motivation. They are warmly welcomed by the staff and seek out their friends before initiating play experiences or sharing their news. They settle very quickly to familiar routines. Children are able to participate in a good range of child-centred and adult-led activities and enjoy experiences which promote all areas of learning and development. For example, children enjoy mixing flour and water to make 'a cake', giggling with delight as they plunge their hands into the mixture. Careful staff questioning encourages children to describe their experiences and ideas. For example, children describe how their 'cake mix' feels 'sticky and gooey and tickly'.

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Helping children achieve well and enjoy what they do

Children are confident. They initiate conversations with both familiar and unfamiliar adults and arrange their social life beyond nursery. For example, children at snack time discuss going to lunch at each others homes. Children benefit from staff knowledge of individual children's characters, likes and dislikes. The youngest children's care needs are well addressed through implementation of an observational monitoring system based on the Birth to three matters framework. This helps staff plan for children's individual next stages of development.

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Helping children achieve well and enjoy what they do

As a result of the sensitive care offered, children are happy and secure. Children are very independent. They make choices from all available resources and activities, take care of their personal care needs and assist with daily routines. Low-level, well-labelled storage of toys encourages self-reliance. Children attending after school club are able to complete homework assignments or enjoy a range of free choice, age appropriate, activities.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Most staff have a good understanding of the Foundation Stage and the stepping stones. Less confident staff are well supported by experienced staff to extend their understanding of the Foundation Stage curriculum. Clear and effective plans are in place covering all areas of learning and showing suitable differentiation for children's abilities. Observation and assessment is used effectively to set targets for individual children's progression.

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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 Circle time activities extend children's understanding of colour and shape as they collect items meeting the criteria from around the room. Staff manage children's behaviour in a positive way they are quick to help children resolve conflicts and to take turns as they get down to their level and talk to them. Therefore, children's behaviour is very good. Children are beginning to make strides in their independent self-care, as they make good attempts to wash hands and clear away after their play. They take an active part at snack time as they get their own drinks of water, and set a place at the table with their cup and napkin. However, children are not encouraged to pour their own drinks of milk at the snack tables.

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Helping children achieve well and enjoy what they do

Children's communication skills are developing very well. They show good speaking and listening skills, for example, taking turns to talk at circle time. Reading skills are developing with many children able to find their names at lunch time. The most able children are able to write some recognisable letters and are attempting to write their name. Children are able to practise early writing skills through everyday play activities. For example, making lists in the 'shop' or making marks representing their name on art work.

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Helping children achieve well and enjoy what they do

Children have many opportunities to use mathematical language during everyday activities. For example, children break breadsticks at snack time into pieces and are encouraged by staff to count the pieces created and compare the size and length. Children demonstrate an interest in numbers and counting. They count confidently, with more able children showing understanding of number concepts and recognition of some numerals. Children are gaining a good understanding of mathematical concepts. They recognise different shapes. For example, children successfully name the shapes of construction bricks and paper shapes they cut out during their free play.

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Helping children achieve well and enjoy what they do

Children's ability to manipulate small tools is well developed, they successfully use scissors, glue sticks and hold pencils correctly. Confidence in technology is developing as children explore the contents of a technology resource box. They experience taking photographs with a digital camera. However, children do not, at present, have unsupervised access to the computer as part of their free choice activities and cannot therefore develop their skills independently.

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Helping children achieve well and enjoy what they do

Children use their imagination well as they set off on a journey around the play room with their 'babies' in buggies and a 'picnic' in a bag. They pause at the water cooler for a drink and a sit down. They show a good understanding of the world around them as they explain, how they are putting on 'suntan lotion' to stop their skin burning. Children recognise what is happening with the weather as they describe the clouds as 'moving in the sky' and remark 'there's blue sky now so it might stop raining'. Children enjoy arts and crafts and the rooms show a wealth of work which has been created by the children. They independently access modelling materials, glue, scissors and pieces of paper to make magic wands, draw pictures and create colourful collages.

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Helping children make a positive contribution

The provision is good. Partnership with parents and carers is good. Detailed information is given to parents before their child starts nursery, which includes a summary of nursery policies. A two way exchange of information enables parents and children to become familiar with the nursery routines and procedures and allows staff to gather information in order to meet children's individual needs. Children's good care is further promoted through regular newsletters, information on weekly menus and daily opportunities to discuss their child's progress with staff. However, feedback to parents on their child's development or educational progress is not systematic in ensuring

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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 all parents are equally well informed. Questionnaires and suggestion requests mean that parents are able to make any comments about the nursery or the care of their child and staff ensure that these are immediately acted upon. Parents are positive about the care and learning that their children receive at the nursery.

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Helping children make a positive contribution

Children are developing a very good awareness of, and positive attitude to, diversity. They learn simple sign language and illustrate words in other languages represented within the group. Books, dolls, posters and dressing up clothes are all readily available and visible to children, introducing them to images of people from different cultures. Children learn about a wide range of world festivals and have opportunities to sample food from other countries. Children receive visits from local people. For example, the dentist visited as part of a 'good health' topic to encourage them in cleaning their teeth. Children with learning difficulties and/or disabilities are fully included in the setting and encouraged to participate fully in all activities. Staff provide support for children where appropriate and are committed to working extremely closely with parents and external agencies to ensure that children's individual needs are met and that parents

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Helping children make a positive contribution

Children's behaviour is very good. Staff form positive role models for the children as they offer praise and encouragement for good behaviour and co-operation. Staff are calm with the children, using appropriate behaviour management techniques with the children, for example, explaining clearly and calmly why some actions are not acceptable. Spiritual, moral, social and cultural development is fostered. Children are kind and caring towards one another. For example, children ask younger children 'Are you alright?' and assist them in finding their place at snack time and getting water from the cooler.

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Organisation

The organisation is satisfactory. The children settle very well to familiar surroundings and show very good understanding of well-established daily routines. Staff are very attentive to the children and respond quickly to their requests for support or direction. Space and equipment are successfully arranged to allow children to use all areas and most resources independently. Safety and security are effective in protecting children from harm with staff deployed well to support and supervise the children as they play. Children's welfare is promoted through the well-organised recording systems and written operating procedures which meet the requirements of registration. The ratio of adults to children is maintained at a very good level allowing high levels of individual attention. Well established and documented health and hygiene routines within the nursery ensure a clean and suitable environment for children. However, nappy changing resources and routines and

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Organisation

an observed instance of ineffective table cleansing prior to food do not fully promote children's good health.

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Organisation

Leadership and management is good. There is a clear vision for the future of the nursery. Systems for planning and assessments of the educational provision are very clearly linked to the Foundation Stage curriculum. Observational notes and assessments are used effectively to plan for individual progress. Information for parents regarding their child's developmental and educational progress is offered in an informal, verbal way that parents appreciate. However, there is no systematic sharing of progress information. Staff work closely with external agencies to continue to evaluate, assess and develop their educational practice. Staff benefit from regular team and staff meetings where they are actively encouraged to contribute. High priority is given to ongoing personal development and staff are well supported through regular appraisal systems. The educational programme provides a wide range of experiences to enable children

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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 to make good progress towards the early learning goals. However, children are not fully able to develop their computer skills independently.

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Organisation

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

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Improvements since the last inspection

At the last inspection the nursery was asked to ensure that all health and safety regulations are complied with. The nursery has well documented health and safety procedures within its operational plan. These are consistently applied in practice to ensure good quality care for the children who attend. It was highlighted that the nursery should also consider extending the behaviour management policy to reflect current practice and that they should ensure that parents are well informed about current policies. All policies within the nursery, including the behaviour management policy, are regularly updated and reviewed to ensure they reflect current practice. Staff sign the policy document to show they have read and understood any changes to procedure. This ensures a consistency of approach in the way children are cared for. All changes to policies and procedures are shared with parents through the policy document in

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Improvements since the last inspection

the foyer, the policy summary sheet and through regular newsletters.

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Improvements since the last inspection

In respect of their educational provision, the nursery was asked to increase the knowledge and understanding of all staff so that the curriculum can be planned and implemented more effectively. In addition they were asked to consider ways to use the observation and records of children's progress to plan for the next steps in their play and learning. The nursery has now developed a good planning system which shows clear links between observations of children and their next stages of learning. Weekly activity plans now show clear targeted progressions for each child. Assessment records are clearly linked to the Foundation Stage stepping stones or the Birth to three matters framework. Staff work closely together in defining the next steps for individual children. This extends the understanding of less experienced staff in the implementation of the Foundation Stage curriculum as they identify stepping stones and link

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Improvements since the last inspection

Finally, the nursery was asked to provide opportunities for children to calculate. Children are now effectively encouraged to calculate as they play. Staff question children carefully to extend their understanding of practical calculation as they are asked to count items and then add additional items to the total. Songs and rhymes are also used to practice emerging calculation skills.

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Complaints since the last inspection

Since the last inspection 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. 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): • promote children's good health through improvement in table cleaning routines prior to eating and through improvement in nappy changing routines and equipment

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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): • improve children's independent access to information technology to support their learning • improve feedback to parents regarding their child's developmental and educational progress. (also relates to care)

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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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