Teenyworld Limited

Teenyworld Nursery Limited Inspection report for early years provision

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314738 Unique Reference Number 04 March 2008 Inspection date Josephine Ann Northend Inspector

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The Mews, Station Road, Withernsea, East Riding of Yorkshire, HU19 2QB

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E-mail

Teenyworld Nursery Limited 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?

Teenyworld Day Nursery is operated by a private provider. It has been registered since September 1989, and moved to new premises in November 1998. The nursery is situated in the grounds of Withernsea hospital and serves the local town and the surrounding rural area.

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WHAT SORT OF SETTING IS IT?

The nursery employs 11 established staff who all have appropriate childcare qualifications. There are currently 67 children on roll who attend a variety of sessions, of these 29 receive funding for nursery education. The nursery opens from 08.00 until 17.30 all year round.

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WHAT SORT OF SETTING IS IT?

The nursery has clear systems in place to support children with physical disabilities or learning difficulties and staff work with the Area Special Needs Co-ordinator.

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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 good. Children's physical development is supported well, with opportunities to play outdoors each day. Children enjoy the out of doors and use a range of appropriate resources including soft play, wheeled toys, slide, hoops and balls. They also have opportunities to use an undercover outdoor area equipped with large chalk boards and opportunities to take part in creative and imaginative play. Children can rest or be active according to their individual needs. They are beginning to learn the importance of good hygiene through daily routines. Children are encouraged to wash their hands regularly before meals and snacks and after using the toilet, and understand why they need to do so. Staff set a good example as they use protective gloves during nappy change procedures. This prevents the spread of cross infection.

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Helping children to be healthy

Good standards of cleanliness are maintained to ensure children are cared for in a warm, clean environment and the effective use of a sick children’s policy prevents the risk of spreading infection. Parents are very aware of the policy in place. Clear procedures are in place for the recording of accidents and medication. First aid requirements are met well, as all members of staff hold a relevant first aid qualification.

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Helping children to be healthy

Children begin to understand the benefits of a healthy diet through the promotion of healthy meals and snacks. Staff are aware of and meet children's individual dietary needs. All children are offered fresh fruit each day and drinks are available throughout the session.

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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 clean, warm and welcoming environment where their art work is displayed. Risk assessments are undertaken and risks are identified and minimised. There is a health and safety statement in place. Fire procedures are displayed and emergency procedures are practised regularly with the children. This means children's safety is promoted in the event of an emergency.

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Protecting children from harm or neglect and helping them stay safe

Children can independently access a good range of developmentally appropriate toys and resources. A good range is set out each day for children chose from. There are clear lost and uncollected child policies in place and the security of the building is good. Visitors to the centre are monitored and a visitor book is maintained. This means children's safety is promoted.

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Protecting children from harm or neglect and helping them stay safe

The welfare of children is protected. The manager and staff have a good understanding of their roles and responsibilities under child protection and have completed child protection training. There is a clear child protection policy in place, however, it does not include the procedures to be followed in the event of an allegation against staff.

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Helping children achieve well and enjoy what they do

The provision is good. Children enjoy their time at the nursery, they arrive happy and settle well. They are making good progress. Close and caring relationships with staff increase the children's sense of trust. They are beginning to develop positive relationships with each other. Communication skills

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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 with children are well supported through good adult to child interactions. Staff sensitively support younger children's language development.

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Helping children achieve well and enjoy what they do

Staff have a some understanding of the 'Birth to three matters' framework and are using it within the assessment of children's progress, however, it is not evident within planning or activities, for example, exploration of treasure baskets. Activities and play opportunities are developmentally appropriate resulting in children being motivated and interested. This means children's personal, social and intellectual development is fostered and supported. Children's self esteem is developing as a result of the staff encouraging and praising them and valuing what they have to offer.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good and the nursery education is led by a qualified teacher. Children are making good progress towards the early learning goals. They enjoy their time at nursery and achieve well because staff use their good understanding of the early years curriculum to provide appropriate challenge for all children. Staff have received Foundation Stage training and are confident in the delivery of the curriculum. A broad and balanced range of activities are planned across all six areas of learning in order to meet children's individual learning needs. Assessment records which link children's progress to the stepping stones are in place, and are dated to show children's progress. Staff use good questioning skills to challenge children and further extend their thoughts and ideas. They involve themselves appropriately in children's activities and offer good support and praise to them.

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Helping children achieve well and enjoy what they do

Children are confident in their play and learning. They are generally well behaved and learn to share and take turns. They have good relationships with staff and are developing their relationships with each other. Children talk about their own families and are developing a good understanding of other cultures and beliefs. They learn about the local community through the use of interesting resources, visitors to the setting and planned activities. Children talk about past events, for example, they know what they did yesterday.

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Helping children achieve well and enjoy what they do

Children are developing their communication skills. They speak confidently and clearly, ask simple questions and initiate conversations. They are encouraged to talk about what they are doing. Their communication skills are supported well by staff, who use good questioning to support children's learning. Children are linking sounds to letters well as they use phonics and recognise the initial letter sounds of their names. They are beginning to develop their writing skills in the mark making area; they hold pencils correctly and form recognisable marks and letters and mark making is often extended to other activity areas. Children recognise their own name and the names of some of the other children in the group. They listen and participate well at story time. Children enjoy books and handle them well, however, the book area is not very inviting.

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Helping children achieve well and enjoy what they do

Children show curiosity and persist for extended periods of time at activities. They show good interest in their environment and living things, for example, they care for plants and use magnifying glasses to explore insects. Children use their senses to explore a variety of materials, for example, play dough, sand and water. They construct well, often with a purpose in mind, for example, as they make cars from bricks. Children are developing some good self-care skills. For example, they learn to wash their own hands and pour their own drinks. They are developing some knowledge of health and bodily awareness, as they understand why they need to wash their hands before eating but they do not always learn about the effects of exercise on their bodies.

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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 Children move around safely and confidently and they use tricycles and scooters well. They are developing good levels of hand and eye coordination as they handle small tools and equipment such as paintbrushes, threading and scissors, however, they do not always use appropriate cutlery at lunchtime. They are developing a good sense of space as they sit together on the mat at circle and story time and negotiate wheeled toys in the outdoor area. Children have limited opportunities to use programmable toys and information technology as it not easily accessed. Software for the computer is also limited. Children are developing their understanding of number and count reliably up to 15 and beyond by rote. They recognise some numerals and use simple problem solving in number songs. Children are beginning to recognise and name

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Helping children achieve well and enjoy what they do

many shapes and are using size and positional language well. Children are developing good understanding of sequencing as they recognise what shape or colour will come next.

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Helping children achieve well and enjoy what they do

Children use their imagination well in their play. They sing spontaneously at times throughout the day and join in their favourite songs. They have regular access to musical instruments and use them rhythmically. Children recognise and name many colours and mix them to create other colours. They have access to a range of creative resources and explore with a variety of media including tissue paper and paint.

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Helping children make a positive contribution

The provision is good. Children are warmly welcomed and staff ensure resources are readily available. They learn about the local community as they take part in some outings within the local area and receive visitors to the setting. Planned activities are undertaken and a good range of resources are available reflecting other cultures and races. For example, children have celebrated Chinese New Year. This helps increase children's awareness of diversity and develop a positive attitude to others. The staff's understanding of each child's needs is used well to encourage a sense of security and belonging. There is a clear special needs statement in place and there is an identified special needs co-ordinator who has received relevant training. Children with physical disabilities are integrated well and all children are included in activities.

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Helping children make a positive contribution

Children are generally well behaved and polite in response to the expectations of staff. There is a clear behaviour management policy in place which promotes the use of positive behaviour management strategies, however, it does not include bullying. Children are learning to share and take turns. Their understanding of right and wrong is increased through the gentle reminders they receive from staff. This means children's spiritual moral, social and cultural development is fostered.

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Helping children make a positive contribution

Partnership with parents is good. Children benefit from the two way sharing of information about their needs and daily routines. Parent information is displayed on notice boards; they receive some newsletters and have access to the setting's policies and procedures. However, parents are not formally involved in the initial assessment of their child within the Foundation Stage curriculum. They receive verbal feedback and can access their child's development records. Parents receive written information about the Foundation Stage and are encouraged to become involved in their child's learning at home.

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Organisation

The organisation is good. Space is laid out to support play opportunities for children, which contributes to them being happy and settled. Children are able to move around confidently and independently. They

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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 initiate their own play and learning well. Adult-to-child ratios are met and there is a key worker system in place. Staff are clear about their roles and responsibilities. There are robust staff recruitment and vetting procedures and clear induction procedures in place. This ensures children's welfare is safeguarded.

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Organisation

Required documents are in place and are stored confidentially. Most policies and procedures are in place, they are shared well with staff and made available to parents to appropriately promote the welfare, care and learning of the children. However, the written child protection policy does not include the procedures to be followed in the event of an allegation against a member of staff and the behaviour policy does not include bullying.

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Organisation

The leadership and management of the nursery education is good and promotes the children's learning. All of the staff have early years qualifications and sound knowledge of the Foundation Stage curriculum. They work well as a team and the management promotes and supports staff's attendance at relevant training. The knowledge gained by staff is used to enhance children's care and welfare. Staff appraisals are undertaken annually and regular staff meetings are held. This enables the manager to identify the strengths and weakness of the provision. The manager is a good role model and is very supportive of her staff team. Her clear understanding of the Foundation Stage curriculum promotes the achievement of all children. Consequently, children's progress towards the early learning goals is good.

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Organisation

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

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Improvements since the last inspection

At the last inspection the provider agreed to ensure a record of visitors to the facility is maintained. A clear record of visitors is now in place to safeguard children's welfare.

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Improvements since the last inspection

At the last inspection of nursery education the provider was asked to continue to undertake training in order to widen knowledge and further improve practice. Staff continue to attend a wide range of training opportunities as they arise and where appropriate, they cascade this training to the full staff team.

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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 AND 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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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • ensure the child protection policy includes procedures to be followed in the event of an allegation against staff and the behaviour management policy includes bullying • extend staff's knowledge and use of the 'Birth to three matters' framework.

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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 formal systems to include parents in the initial assessment of their child in the Foundation Stage • extend children's opportunities to use information technology and programmable toys.

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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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