St Joseph's Day Nursery

St Joseph's Day Nursery Inspection report for early years provision

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256824 Unique Reference Number 28 January 2008 Inspection date Carly Mooney Inspector

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21-23 Bamber Street, Peterborough, Cambridgeshire, PE1 2HL Setting Address

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01733 348 697 Telephone number dina@st-joseph.co.uk E-mail Marco Cereste Registered person Integrated Type of inspection Full day care Type of care

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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?

St Joseph's Day Nursery opened in 1977. It operates from an old church building in central Peterborough. St Joseph's Day Nursery serves all of the city and beyond. It operates five days a week all year round, except Christmas and bank holidays. Opening hours are from 08:00 to 18:00 hours.

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WHAT SORT OF SETTING IS IT?

The nursery is registered for 74 children at any one time from two years to under five years. There are currently 87 children on roll. This includes 44 funded three- and four-year-olds. Children attend for a variety of sessions. The nursery has a large number of children attending who speak English as an additional language and they are able to support children with learning difficulties and/or disabilities.

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WHAT SORT OF SETTING IS IT?

The nursery employs 17 staff. All staff, including the managers hold appropriate early years 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 learn the importance of good personal hygiene through regular routines, such as washing their hands before eating and after visiting the toilet. Pictorial reminders on display in the bathroom helps to reinforce children's learning in this area. Staff take positive steps to prevent the spread of infection by adhering to clear nappy changing procedures that require them to change their apron and gloves after each nappy change. Changing mats are cleaned with antibacterial spray and tables sprayed and cleaned prior to food being served. Children's medical welfare is well protected as staff implement the nursery's policies regarding children who are unwell, the administration of medication and exclusion periods for infectious diseases. Almost all staff have a first aid qualification which allows them to respond appropriately to a child when an accident occurs and they keep clear accident and medication records which are

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Helping children to be healthy

shared with parents. Children are able to rest and sleep in comfort on their own individual bedding and as closely as possible to their routines at home.

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Helping children to be healthy

Healthy eating is promoted as children eat a range of nutritious meals and snacks, which include fresh fruit and a two, sometimes three, course hot lunch. Food is prepared in a clean, hygienic kitchen. This has been recognised by the Environmental Health department who have recently awarded the nursery five stars, which is the highest grade. Pre-school children help to prepare their own snack as they cut up fruit for everyone, who then help themselves when they want to as part of a rolling snack. This promotes their independence and does not interrupt their play and creativity. However, cut fruit, such as apple is exposed to the air for a substantial amount of time, resulting in it turning brown and therefore becomes unappealing for children to eat. Once they have finished their snack children wash up their own plates and cups, further supporting their independence. At lunch time children in the pre-school fetch their own plate,

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Helping children to be healthy

knife and fork and choose where they would like to sit. However, organisation of lunch time often means that children are waiting a long time before their food is served, resulting in the food becoming quite cool, as it is not always covered. Meals take into account the individual needs of all children and any specific dietary requirements. Children have planted seeds to grow their own vegetables, which they then used to make vegetable soup, helping them to develop an understanding of where foods come from.

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Helping children to be healthy

All children enjoy regular opportunities to engage in physical activities and staff use the outdoor area well, giving children the choice of when they would like to play outside. Children benefit from being able to engage in outdoor activities throughout the day as it ensures they get lots of fresh air. Children are offered good opportunities to explore at their own pace and develop their own ways of using the resources. For example, large building blocks become car wash sponges at the car wash. Children access a range of equipment to promote their climbing and balancing skills and provide challenge, such as walking across the 'Trim trail' and swinging on tyres. Children use a wide range of tools and equipment to promote their fine muscle skills, such as scissors, pencils, construction toys and cutlery at meal times. Children enjoy their physical play and use the garden safely and confidently.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in a safe and secure environment. Staff create a bright and stimulating atmosphere which is warm and welcoming for children and their families. Resources are set out

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 attractively in all rooms and children are able to move freely, choosing where they would like to play. Children of all ages are able to spend time together as they often access the outdoor area at the same time. Children use good quality equipment and play materials which are safe to use. Regular toys and resources checks, which are recorded, ensure that they remain suitable. Play resources are clearly labelled with pictures and words to encourage independent access and stored at children's height. Each room ensures toys are age-appropriate and used effectively to stimulate and interest children.

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Protecting children from harm or neglect and helping them stay safe

Children's safety is promoted through clear policies and procedures, including regular risk assessments and daily checks of the premises. Doors are kept secure during the session and there are cameras in place to see who is approaching. Consideration has been given to the safety of children as they play, such as using soft flooring in the outside area which prevents children from hurting themselves too much should they fall. Effective procedures are in place to ensure the safety of sleeping children, as staff ensure they are checked every 15 minutes and the time recorded. Fire drills are regularly carried out enabling staff and children to become familiar with the routines to be followed in the event of an emergency. Fire drill procedures are displayed in a number of languages, including English, Urdu and Italian as the majority of children and their families speak English as a second language. Therefore all visitors and parents

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Protecting children from harm or neglect and helping them stay safe

are aware of the procedures should a fire drill occur when they are on the premises.

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Protecting children from harm or neglect and helping them stay safe

Children's welfare is effectively safeguarded, as parents complete paperwork which would allow staff to act quickly if a child becomes ill or if there is a medical emergency. Children are never released to an adult unless prior consent has been given by parents. An effective child protection policy is in place which ensures children's safety and well-being are the main concerns of the nursery. The majority of staff have attended child protection training and are aware of the procedures to be followed should they have any concerns about a child in their care.

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Helping children achieve well and enjoy what they do

The provision is good. Children are happy, confident and enjoy their time at the setting. Younger children are well cared for in bright and stimulating rooms, where they receive lots of love and attention from caring staff. Staff meet their individual needs by enabling them to eat and sleep according to their own routines and parents wishes. Children enjoy sensory experiences by playing with resources, such as door knockers, chains, bolts and foods. Toddlers have good opportunities to self-select their own resources and become independent. They are confident even when mixing with older children and clearly state their needs and wishes. All staff provide good levels of support for children, readily and enthusiastically joining in children's play and learning. Staff ensure they encourage early communication skills by talking warmly to babies during meal times, bottle feeding and during play. For example, a staff member sings to a baby as it drinks

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Helping children achieve well and enjoy what they do

its bottle. Staff working with both babies and toddlers use the 'Birth to three matters' framework well to plan a range of activities based on the children's individual development and interests.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children are making good progress towards the early learning goals as staff have a clear and thorough understanding of the Foundation Stage curriculum. They demonstrate a sound understanding of the way children learn ensuring there is a balance of child and adult-led activities. Staff are flexible which helps keep children's interest and willingness to participate. They support children well in their play often following their lead, such as in role play. Clear planning is in place based on children's observations which

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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 relates to the early learning goals and gives a good balance of the six areas of learning over time. However, staff are developing a new approach to planning for the children and whilst detailed, differentiation between older and younger children is not included and some evaluations of activities are not always purposeful in order to influence future plans. Children's next steps for learning are addressed thoroughly by their key worker through regular observations, which are used to complete detailed records of achievements.

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Helping children achieve well and enjoy what they do

Children are excited and motivated to learn. They are confident to explore the large play space with clearly defined play areas, happily engaging with their peers and familiar staff. They work together well in small groups learning to take turns and share resources, such as the computer. Children show pride in their achievements and eagerly show others their work. For example, a child uses sticky tape to bind two hexagon shapes together and says 'look my butterfly'. Children are independent and address their own personal needs, such as using the toilet and washing their hands. Children's independence is encouraged well throughout the daily routine. For example, they help to prepare snack, wash their cup and plate and wipe the table ready for lunch.

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Helping children achieve well and enjoy what they do

Children communicate effectively and use a wide range of vocabulary to express their ideas and talk about what they know, such as a child's birthday and how old they are. Clear labelling around the room on resources and displays helps children to recognise that print carries meaning. The book area is very inviting for children with a large comfortable sofa, hanging voile and a good selection of books. Children enjoy looking at books both in small and large groups. Children are given good opportunities for mark-making both inside and out with resources, such as chalks, paints, note pads and pens which they independently access. Children are developing their counting skills and most successfully count from one to 10 and beyond. They see numbers in their play, such as on calculators and as a result are able to recognise some numerals. Through spontaneous and planned activities children are beginning to see connections between numbers,

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Helping children achieve well and enjoy what they do

shape and measure. For example, a child holds up four fingers and says, 'I am four'.

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Helping children achieve well and enjoy what they do

Children engage in a range of activities which help them understand about the world around them, such as growing their own vegetables and celebrating different festivals. Sensory baskets allow children to explore and investigate through smell and touch, a range of natural materials, for example, feathers and stones. There are regular opportunities for children to use technology in their play, such as a computer and telephones in role play which underpins learning in other areas. Children are provided with daily opportunities to express their creativity through art, messy play and in the role play area. They use their imaginations well as they fly in an aeroplane to go to town, as it is a long way. Children confidently sing their favourite songs in large group times and enjoy listening to music on the CD player, helping to operate it themselves.

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Helping children make a positive contribution

The provision is good. Children are warmly welcomed into the nursery by all adults, helping them to feel secure. They demonstrate that they feel comfortable with staff by giving them cuddles and enjoy spending time with them. Children's needs are effectively met as staff work closely with parents to ensure that they have relevant information to provide appropriate care for their child. Throughout the nursery children's work is attractively displayed, which gives them a sense of belonging. Children learn to value and respect diversity through celebrating festivals from around the world, such as Christmas and Diwali. Children who speak English as a second language receive good support from bi-lingual staff who encourage them to communicate in their first language. Children are encouraged to have positive attitudes and see positive images of the wider world through

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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 posters and play resources. Systems are in place for children with learning difficulties and/or disabilities to ensure their needs can be met.

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Helping children make a positive contribution

Children throughout the nursery behave well. Older children are aware of the rules and boundaries to ensure that the daily routine and activities are successful. They are kept occupied at all times by the range of activities, which contributes to their good behaviour. Children happily share and take turns and are encouraged to use good manners at all times. Staff ensure children are learning the difference between right and wrong. They are consistent in their behaviour management and calmly explain why their behaviour is unacceptable. For example, 'please don't run or you may fall and hurt yourself'. New children to the setting are supported well by caring staff who allow them to settle in their own time. Children receive lots of praise and encouragement when they do well, which promotes their self-esteem. Children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

Staff have developed close, positive relationships with parents which benefits children's time at the setting. They receive clear information about the setting in policies and procedures, although the complaints policy does not clearly identify to parents, the procedure to be followed should the nursery receive a complaint. Parents of younger children are well informed about their child's day through a daily sheet and home books.

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Helping children make a positive contribution

The partnership with parents and carers of funded children is satisfactory. Parents do not receive sufficient information regarding the Foundation Stage curriculum and what their child will be learning. Planning is not displayed and a parents notice board in the pre-school room has limited information. Parents are made aware that they can view their child's records of achievements at any time. They receive a detailed report and are able to discuss their child's progress in regular parents' evenings. Parents are welcomed into the setting and are able to stay as long as is necessary to settle their child. They support the setting well in events, such as the Christmas play and summer fete.

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Organisation

The organisation is good. Overall children's needs are met. Children are happy and settled at the nursery. They benefit from experienced and qualified staff who are sensitive, caring and understand the children well. The day-to-day running of the nursery operates effectively, staff are well deployed and children are familiar with the routine, which is flexible and allows for an adult and child-led environment. Children make their own decisions about where and with what they would like to play with and learn at their own pace. There is a good balance of indoor and outdoor play, promoting children's physical development and health. Outdoor space is also used effectively to maximise play and learning opportunities for all children with areas, such as mark-making and a book corner. They benefit from being cared for by consistent staff, many of whom are long serving, which helps them feel secure. Staff know each other very well and work closely

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Organisation

as a team. A robust vetting procedure is in place to ensure staff are suitable to work with children and they demonstrate a good commitment to training in order to keep up-to-date with current knowledge, teaching methods and childcare practices to meet children's needs.

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Organisation

Policies and procedures are in place and all required documentation, with the exception of the complaints policy is used effectively to support the successful running of the nursery, which has been operating for many years. Documentation is maintained to a good standard and presented well, helping to promote children's health, safety and welfare. Management ensure

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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 that policies and procedures are regularly reviewed in order to improve practice and ensure that they continue to meet children's needs.

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Organisation

The leadership and management of the nursery is good. The managers of the nursery have a sound understanding of the Foundation Stage curriculum and regularly spend time with the children and staff. Staff in the pre-school are well supported by the deputy manager who monitors the provision and helps with the planning of the activities. Staff also use advisors from the local authority to seek advice and improve practice. They are proactive and adaptable, willing to try new ideas and ways of helping children reach their potential and progress through the stepping stones. Parent questionnaires and staff appraisals help the managers monitor the effectiveness of the setting in order to improve the provision for funded education and the care provided, which benefits the learning needs and welfare of all children.

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Improvements since the last inspection

At the last care inspection staff were asked to ensure that arrival and departure times of staff were recorded. A signing in book is now kept where staff sign themselves in and out of the building.

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Improvements since the last inspection

Two recommendations were raised under nursery education relating to the organisation of large group times and opportunities for children to predict and think for themselves. These have both been effectively addressed as staff have updated their knowledge of how children learn to improve practice. Large group times, such as singing or story time meet children's needs, although lunch time needs further consideration. These all have a positive impact on the care, welfare and learning of the children attending.

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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.

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Complaints since the last inspection

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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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): • make available to parents a written statement that provides details of the procedure to be followed if they have a complaint

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The quality and standards of the care

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 • review the organisation of lunch and snack times, with regard to the serving of food.

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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): • continue to develop planning, with regard to differentiation and evaluation of activities • improve the information provided for parents on the Foundation Stage curriculum.

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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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