Wollaton Village Day Nursery

Wollaton Village Day Nurseries Ltd Inspection report for early years provision

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254653 Unique Reference Number 22 January 2008 Inspection date Esther Darling Inspector

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Wollaton Village Day Nursery, 741 Wollaton Road, Wollaton Village, Nottingham, NG8 2AN

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Setting Address

0115 9282239 Telephone number WVDN282239@aol. E-mail Wollaton Village Day Nurseries Ltd Registered person Integrated Type of inspection Full day care Type of care

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Setting Address

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?

Wollaton Village Day Nursery Ltd is part of the family owned, Wollaton Village Nurseries Limited group. The nursery was registered in 1994 and is situated in the Wollaton area of Nottingham. It is a self-contained building. There is a baby room to cater for babies and crawlers up to the age of eighteen months, an area for walkers, another area that accommodates toddlers and an area for the pre-school children. Children are grouped according to age and developmental stage. There is an outdoor play area, and when weather permits the facility makes use of nearby parks.

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WHAT SORT OF SETTING IS IT?

The nursery is open from 08:00 to 18:00 Monday to Friday. There are currently 43 children on roll, including 12 who receive nursery education funding. There are currently no children who attend who have learning difficulties and/or disabilities or children who speak English as an additional language. However, there are support systems in place for children with additional needs. Children attend for a variety of sessions each week.

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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 There are eight full-time and one part-time childcare staff, as well as a part-time early years teacher. All staff members have a relevant early years qualification. Additional staff are employed to carry out domestic duties. The facility receives support from the local authority.

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Helping children to be healthy

The provision is satisfactory. Children enjoy mealtimes because they are relaxed, social occasions when they sit in small groups around the table to enjoy their food and each other's company. They have their own placemats, which they have decorated themselves and they sometimes help to lay the table. Children benefit from well-proportioned meals that are mostly nutritious. They have regular opportunities to learn about healthy eating because the setting provides children with regular drinks and a balanced diet and complies with their individual dietary needs. Also, children have the choice of an increasing range of fruit and vegetables throughout the day.

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Helping children to be healthy

Babies are encouraged to crawl and walk and they are making good physical progress. They enjoy exploring the room whilst using a walker toy and are becoming increasingly independent. The needs of the younger children are met because the setting provides them with sufficient physical challenge and emotional support. Older children take part in regular physical play and they enjoy playing outdoors during fair weather only. They are provided with a range of outdoor resources that are appropriate for the different ages and developmental needs of the children. The outdoor equipment includes bikes, cars and a climbing frame, which the children enjoy playing with. Outdoor play is not yet planned in order to fully promote its benefits. There are opportunities to use toys and equipment to develop children's small-hand skills in emergent writing ability and mark-making. This includes the use of scissors, glue spatulas and pencil

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Helping children to be healthy

Children's health is soundly promoted as staff take positive steps to promote their good health. Children are learning about their personal hygiene because staff remind them to wash their hands as part of their daily routine. Sick or injured children are given appropriate care and first aid by caring staff. Accidents are recorded and most include the necessary detail whilst some lack a description of the location of the injury. Not all staff are clear as to what should be recorded as an accident. This has the potential to impact on a child's welfare. Children are protected from infection as exclusion periods are in place for when they are ill. Arrangements are made for them to be collected if they are unwell whilst attending the setting. The nursery is kept clean and staff act as positive role models when they wipe tables and clean the premises.

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Protecting children from harm or neglect and helping them stay safe

The provision is satisfactory. Children and their parents are welcomed into an attractive and homely premises. They have sufficient space to move around and explore their environment safely. The spacious area outdoors is well-maintained and secure. Children have access to a sound range of toys and equipment which are appropriate for their purpose. They are of suitable design and condition and they are regularly cleaned by staff. Displays of children's own artwork enable them to appreciate their creativity. Other relevant information about the five outcomes for children is on display for the benefit of parents.

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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 Children are supervised well by staff. A risk assessment of the premises has been conducted, and hazards such as access to cleaning materials have been identified and minimised adequately. Access to the premises is managed effectively and visitors are asked to sign the visitors book. There is a clear defined procedure to be followed in the event of children being lost or not collected. There are clearly written child protection policies in place. Management's and practitioners' knowledge and understanding of the child protection procedures is sufficient to enable them to follow the correct Local Safeguarding Children Boards procedures in order to safeguard children from abuse. Children are starting to learn how to keep themselves safe, for example, when they are taught about fire safety. Regular fire drills are conducted and staff are

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Protecting children from harm or neglect and helping them stay safe

aware of what their responsibilities are in the event of an emergency.

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Helping children achieve well and enjoy what they do

The provision is satisfactory. Children grow in their confidence because staff praise them and give encouragement. Staff are alert to children's needs and care for them well, which enhances children's self-esteem. Children enjoy participating in various activities such as exploring the properties of corn flour or foam, describing how it feels. Babies have a wonderful time participating in such experiences as water, bubbles, sponges and flannels. They learn about what their bodies can do whilst acquiring physical skills such as balance and coordination, as well as how to get clean. There are sometimes periods during the day when babies are not kept so well occupied, and then become restless, especially if tired or hungry. Toddlers play contentedly and are able to express their needs to the staff, such as for more food at tea time. Staff know the children well and this makes for a happy environment.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning of funded children is satisfactory. The curriculum that is provided is balanced, although the short term plans are not linked to the stepping stones, just the early learning goals. The activities cover the six areas of learning, in line with the Foundation Stage curriculum. Development records have been put in place to identify how children are achieving. However, as children's formal starting points are not identified, it is not yet clear how children have been making progress. Observations are used to mark children's development but these are not yet sufficiently linked to the next steps in their learning, and it is not always clear how children have achieved their goals. This means that children's knowledge is sometimes not continuously extended. Teaching methods are suitable and children can choose their own activities. Each day a focused activity is planned to cover a specific area of learning such as

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Helping children achieve well and enjoy what they do

physical development. On occasions when children initiate spontaneous opportunities to learn by asking questions, staff are not alert to answering these fully or asking relevant questions themselves. Good use is made of time, ensuring that children are kept productively engaged. Staff members have high expectations of children's behaviour and prompt them to use their manners. The organisation of resources is good, allowing children to make their own choices. The way some activities are set up or presented lacks the necessary choice and enticing presentation needed to offer challenge and stimulation for older or more able children.

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Helping children achieve well and enjoy what they do

Children are using their growing language skills to socialise, negotiate with others and to become part of the group. For example, children are learning to share and play together during activities such as during role-play as they act out situations. This demonstrates a burgeoning sense of responsibility for their actions and an understanding of right and wrong. They enjoy planning their role play around a theme, for example going to a dance or using popular characters from television programmes, and are fully absorbed in the play for long periods of time. Children are

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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 learning to recognise their names, and attempt to write them on their pictures. Children enjoy listening to stories and are confident enough to participate and speak in groups, making comments on the story such as the size of characters. Children have daily opportunities to engage in activities that require hand-eye coordination when they do crafts such as using glue with a spatula, that help towards pen-control. Children use mathematical language to describe different sizes. They have a good understanding of the realness of number. For example, when a child explains that their birthday will be in four days time, or when another says they will have a toy for four minutes before handing it to a friend.

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Helping children achieve well and enjoy what they do

Children have frequent access to sand, water and other materials, such as corn flour which they experiment with, using spoons. They show an interest in other people and are beginning to understand the passing of time such as tomorrow being a Saturday, and not coming to nursery on that day. Experiences of living things, such as animals are less frequent. Some children are able to relate feeling hot to physical exercise, when they play with balls, bicycles and cars outside or dance whilst indoors. Children express themselves through the medium of drawing or playing imaginatively with props such as the farm animals, making noises and acting out scenarios.

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Helping children make a positive contribution

The provision is satisfactory. Children are valued and respected. They each have their own coat pegs and trays for personal possessions, and their photographs and pictures they have made are displayed attractively around the rooms. This helps to develop a sense of belonging and of children's own self-worth. There are appropriate systems to ensure that staff are aware of children's individual needs and routines. An equal opportunities policy is in place and staff have a suitable understanding of equality. They help children to begin to learn about the wider world by celebrating festivals and providing a sound to selection of toys and resources that promote positive images of differences within society. The various cultural events that are recognised do not always reflect the actual children in attendance. The potential impact of this is, that although children are learning to value differences, some do not always experience recognition of what is personal

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Helping children make a positive contribution

Children's social, moral, cultural and spiritual development is fostered. There are systems in place to identify children with disabilities, including a clear special needs policy. Staff have recently undergone training to help them assess and meet any specific identified needs of children. Children are well behaved and respond positively to staff's use of praise. Staff engage children calmly and successfully encourage them to happily comply with requests. Parents have access to policies and procedures, keeping them sufficiently informed about practices and current issues within the setting. Staff verbally share information on a daily basis which keeps parents up-to-date on children's daily activities and achievements and helps to promote consistency of care. This is in written form for children under the age of two years.

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Helping children make a positive contribution

The partnership with parents and carers are funded children is satisfactory. Staff inform parents about planned topics and activities through regular newsletters and displays within the setting. A brief outline of the foundation stage and six areas of learning is provided and planning is on displays linked to the early learning goals. This is not broken down into the stepping stones in order to better inform parents of the small steps their children make on a regular basis. Parents have some opportunities to become involved in their child's learning, for example, they are encouraged to take home reading books in folders on a regular basis and share them with their children. Parents are not involved in sharing what they know about their children's attainment

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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 on entry to the preschool room. Parents are aware that they may view their children's assessment records but there are no formal systems for sharing these with them.

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Organisation

The organisation is satisfactory. Children feel secure because they are supported by staff team who deploy themselves well in order to make sure they are working with the children directly at all times. The staff all work together and support each other which ultimately leads to a more harmonious environment for the children. Children's welfare and development is promoted because all legally required documentation is in place and mainly contains a good level of detail. Recruitment procedures ensure that staff are appropriately vetted and suitable to work with children. An appraisal system that is newly in place identifies training needs of staff, although as yet not always exactly what they are. Staff attend regular training to keep them up-to-date with current childcare practice. Overall children's needs are met.

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Organisation

The leadership and management of nursery education is satisfactory. The registered person, manager and teacher seek advice from the local education authority to develop planning and assessment systems. Areas in need of improvement are identified and progress is made slowly. The manager is skilled at motivating the staff team who are flexible and most enthusiastic about improving the care and education offered.

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Improvements since the last inspection

At the last care inspection the registered person was required to take action by making the kitchen and laundry facilities inaccessible to the children and assess the risks to children in relation to cleaning materials and other equipment and take action to minimise these. A bolt has been fitted to the laundry door to prevent access by children, and staff are more vigilant about ensuring that the gate to the kitchen is kept shut at all times. Although appropriate action has been taken, a recommendation will be carried forward in order to further assess the potential risks in these areas.

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Improvements since the last inspection

At the last inspection of nursery education it was recommended that the assessment of individual children's progress was developed to provide greater challenge and differentiation for individual children and to inform the short term planning. Also that all children are included and challenged by encouraging them to think for themselves. Daily focus activities do provide greater challenge and differentiation to meet the needs of the individual. Work is still underway to use this when devising short term plans. A recommendation will be carried forward to develop still further in order to focus more on the individual child.

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Complaints since the last inspection

A concern was raised regarding the recording of accidents at the setting. This was with regard to National Standard seven. Ofsted visited the nursery in July 2007 and issued the following action:- to ensure that a written record is kept, signed by parents, of all accidents, incidents and existing injuries. The registered person remains qualified for registration.

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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 the records of accidents include the necessary detail regarding the exact location and description of the injury as well as staff being aware of what constitutes an accident • build on the risk assessment of access to the kitchen and laundry to ensure that potential hazards and accidents offered reduced • continue to promote equality of opportunity and anti-discriminatory practice with regard to the activities and facilities available to promote communication for children who would require the support. (also applies to education)

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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 assessment of children's progress to meet the needs of the individual and use this to inform the short-term planning • ensure that all activities are well planned and resourced and linked to the stepping stones as well as using effective questioning in order to offer stimulation and challenge to all children (also applies to care) • ensure that parents are better informed about their children's progress and achievement and actively encourage them to be more involved in their children's learning in meaningful ways such as helping to plot their starting point and learning.

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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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