Tiny Steps Day Nursery

Tiny Steps Day Nursery Inspection report for early years provision

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EY358858 Unique Reference Number 15 May 2008 Inspection date Cordalee Harrison Inspector

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Christian Centre, Strudwick Drive, Oldbrook, MILTON KEYNES, MK6 2TG

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Setting Address

01908 672 999 Telephone number childcare@mkcc.org.uk E-mail Milton Keynes Christian Centre Registered person Integrated Type of inspection Full day care, Out of School 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?

Tiny Steps Day Nursery re-registered in 2007, although it has been operating since 1986. It is owned by the Church and managed on their behalf by the Chief Executive Officer of the Church Council. The nursery is located in Oldbrook, Milton Keynes, Buckinghamshire. It operates from purpose-built premises; children have access to four pre-school rooms, four toddler rooms and two baby rooms. Washing, toilet and nappy changing facilities are in close proximity to the areas in which children are located. Securely fenced outdoor play areas are located at the front and rear of the building. When the nursery is not in operation the premises are also used by other church groups, including the youth group.

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WHAT SORT OF SETTING IS IT?

The nursery opens five days a week, 51 weeks of the year, from 07.45 to 18.00. Children attend for a variety of sessions. There are currently 63 children on roll, 37 of whom are in receipt of funding for nursery education. The setting provides for children who speak English as an additional language. Including the manager and the deputy, the setting employs 22 childcare staff, 16 of whom hold relevant childcare qualifications. A further two staff are currently attending training courses.

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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 play out in the sunshine and fresh air; they have sufficient opportunities, activities and resources to promote all aspects of their physical development. They use apparatus, such as seesaws and sit and ride toys, that requires them to pedal or tests their balance. Children use many resources which encourage them to develop fine movements, for example, they use garden implements, rolling pins and scissors whilst doing everyday activities.

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Helping children to be healthy

Children enjoy healthy and nutritious food and drink. Meals are prepared with ingredients from all of the main food groups. Children's daily diet includes fresh fruit and vegetables, milk and water. Children’s meals are presented to them in a manner that is appropriate to their stage of development. Suitable arrangements are in place to support all the children at mealtimes and this enables them to enjoy their food. Safe procedures that are known to staff are in place for the managements of children’s dietary needs.

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Helping children to be healthy

To reduce the risks of cross-infection most areas of the premises and the resources that children use are maintained to a good standard of hygiene and cleanliness. However, carpeted areas of floor in the areas of the nursery occupied by toddlers are not clean and this presents a risk to their health. Some aspects of children’s personal hygiene needs are addressed promptly. For example, the nappies of babies and the younger children are changed regularly; this ensures that they are clean and comfortable. Children are learning some good hygiene practices, such as washing their hands after using the toilet and before eating. However, they use a single hand towel to dry their hands afterwards, and staff do not always ensure that children’s noses are clean. Insufficient attention to these aspects of children’s personal care increases the risks of cross-infection and limits their understanding of why good hygiene practices are important.

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Helping children to be healthy

To meet children’s minor first aid needs a high number of staff who are qualified in first aid are deployed in all areas of the nursery. Accident and medication records contain all the required information. In addition, the nursery obtains parents' written permission to seek emergency medical treatment for children.

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Protecting children from harm or neglect and helping them stay safe

The provision is satisfactory. There is ample clear space for children to carry out a wide range of activities indoors and outside. In addition, displays of children’s work and their photographs across the nursery help to create a child-centred environment that positively reflects the users. All areas of the nursery are properly equipped with the necessary resources to promote and support children’s learning and developmental needs. For example, babies sleep safely in individual cots, toddlers use climbing equipment that is designed to offer the correct level of challenge, and pre-school age children use a range of resources which have the potential to promote all aspects of the Foundation Stage curriculum.

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Protecting children from harm or neglect and helping them stay safe

Children are secure in the nursery; safe arrangements are in place for their arrival and departure. They are not able to leave the premises unsupervised and only people admitted by staff can gain access. Daily checks and regular risk assessments are used consistently to achieve a generally safe environment for children. For example, the outdoor areas are secure, safety plugs are in place, and children do not have access to substances that may harm them. However, the risk

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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 assessment is not comprehensive. For example, the unsealed edges of some of the resources that children use, such as safety mats, present a risk to them. All aspects of fire safety are well addressed and staff are clear about their duties when the fire alarm sounds. For example, fire fighting equipment is easily accessible and maintained appropriately. In addition, regular practice of the evacuation procedure helps children begin to understand what to expect when the alarm sounds and under staff’s guidance they are learning to evacuate the premises quickly and safely.

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Protecting children from harm or neglect and helping them stay safe

Through discussion, staff demonstrate sound knowledge of child protection and safeguarding children issues. They are clear about their role to safeguard the welfare of the children in the setting. Staff are clear that if concerns arise about the welfare of children, they would inform a senior member of staff or the nursery manager. They have a clear expectation that senior staff will follow the nursery's child protection procedure and take appropriate action in regards to dealing with parents and the local children's services department.

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Helping children achieve well and enjoy what they do

The provision is satisfactory. The youngest children in the nursery benefit from a wide selection of activities that are based on the Birth to three matters framework. These children are busy and purposefully engaged and most of the activities are appropriate to their age and stage of development. For example, children use a range of interactive play centres and enjoy messy and creative play activities, including sand and water, painting and chalking. They also use a range of resources which encourage them to experience pretend play. Ready access to good quality play resources placed strategically in the areas they use encourages children to increase their mobility. They move around freely to explore their surroundings and test their senses. Children are developing their communication skills well because staff sit at their level, make eye contact and converse with them. Children sing nursery and action rhymes; most children join in enthusiastically.

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Helping children achieve well and enjoy what they do

The youngest children show their enjoyment as they laugh with glee and clap their hands. The emotional development of these children is supported well; they are cared for by staff who are familiar to them, who know their likes and dislikes and who work closely with parents to maintain their individual feeding, sleeping and general care routines.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is satisfactory. Through the activity plans staff demonstrate that they have appropriate knowledge of the Curriculum guidance to the Foundation Stage; they plan many stimulating activities that are based on the guidance and link them well to the stepping stones. These activities help the children to make satisfactory progress in their learning towards the early learning goals. However, some teaching methods are overly directed, which does not encourage all children to develop independent learning through first hand experiences. For example, a mathematical activity which is too advanced for some children in the group results in children becoming distracted and disruptive to others. Currently staff record children’s achievements, however, the records do not include the next step for children's learning. This means that there is no assurance that children are being supported to make progress across

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Helping children achieve well and enjoy what they do

the stepping stones at a consistent pace which is appropriate to their stage of development. Children are developing confidence in their communication; some children speak openly and ask questions, others show their confidence as they stand at the front of the group and sing familiar nursery rhymes to their peers. Some labels in the pre-school area and around the nursery help children to learn that written words carry meaning; they learn to recognise their names as they see their photographs displayed along with their names. Children show interest in books,

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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 but staff do not always take the opportunities that arise to extend children’s enjoyment of books by reading stories to the children when they are ready to listen. For example, the children lose interest when the expectation of stories is not fulfilled, and the noise level in the group rises. Children are learning to recognise numbers and they carry out some activities that encourage them to sort by size, but not all mathematical activities are interesting enough to hold children's attention and some are overly directed by staff.

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Helping children achieve well and enjoy what they do

The use of technological resources, such as compact disc players, tape recorders, magnifying glasses and interactive resources, help children to learn about modern technology. They show their competence as they turn the tape recorder and microphone on and off and use it to occupy and entertain themselves. Some children show enthusiasm for learning and are sufficiently confident to ask for the activity to be repeated. Activities based on themes such as 'Mini Beasts' and 'Birds' develop children's understanding of the natural world. For example, they provide food and water for the birds and watch to see the variety of birds that visit the garden. Children extend themes and topics with their artwork. For example, a wall display of the ladybirds they have painted shows their achievements. Children have ready access to a wide selection of good quality resources; however, they lose valuable learning opportunities when their activities are

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Helping children make a positive contribution

The provision is satisfactory. Children use sufficient good quality resources that meet their care and learning needs. These include practical resources to raise their awareness of diversity. Children benefit from a culturally diverse staff team, which reflects the users of the nursery. Children in the setting acknowledge and celebrate a variety of cultural events. These experiences are enriched because staff and parents share information to make the activities as authentic as possible for the children. Children express their understanding and extend their learning with art and creative activities such as music. These positive experiences help children to value themselves and others. Children's social, moral spiritual and cultural development is fostered. Staff keep records of children's achievements which provide some information about their individual stage of development.

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Helping children make a positive contribution

Overall, children behave well and show care and concern for their peers. However, there are times when children become bored and misbehave, because the methods of teaching and the activities are not well suited to their individual stage of development. Staff do not always manage children's behaviour in positive ways to consistently provide good role modelling behaviour for children. Staff do not always demonstrate that they manage children’s behaviour in a manner which is consistent with the nursery’s behaviour policy.

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Helping children make a positive contribution

Currently the setting is not providing for children with learning difficulties or disabilities. However, there is a well trained Special Educational Needs Coordinator (SENCO) in place. There is a clear procedure in place for the identification and management of children with learning difficulties or disabilities. The procedure is very familiar to the SENCO and there are good strategies in place to provide key workers with appropriate levels of support to meet the needs of children with learning difficulties and disabilities and children who speak English as an additional language. For example, the culturally diverse staff provide linguistic support for children from various cultural backgrounds. In addition, basic sign language, familiar words and picture clues are used to help children to settle and feel included in the nursery.

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Helping children make a positive contribution

The partnership with parents is satisfactory. Parents feel that overall they are provided with sufficient feedback about how their children spend their time in the nursery. They state that

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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 their children are making progress in their learning and development. Parents are provided with good quality information to help them to understand the importance of settling their children well. However, not all parents know their children's key worker. There is a system for parents to discuss their children's progress, but achievement records do not show how the parents' contribution is used to plan for children's future progress.

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Organisation

The organisation is satisfactory. Children are welcomed into safe and secure nursery environment; they participate in a wide range of planned activities indoors and outside. These activities provide appropriate levels of stimulation for children and help them to make satisfactory progress in all areas of their learning and development. A wide selection of age and stage appropriate resources is available to promote children's learning and development. Sufficient numbers of staff who work directly with the children hold childcare and first aid qualifications. The setting meets the needs of the range of children for whom it provides.

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Organisation

The nursery's good recruitment policy and procedures are implemented well to safeguard children's welfare. For example, there is a procedure to ensure that all employees are properly vetted and only staff who are cleared through the vetting procedure are left alone with children. In addition, the induction procedure is followed through consistently, which means that all staff, including agency staff, are clear about their duties in the nursery. All documentation required to safeguard children's welfare is in place. However, staff do not always follow the setting's policies and procedures through in practice. For example, not all medication records are completed in a manner that maintains confidentiality, staff's management of children's behaviour is not always in line with the nursery's policy and not all parental consent forms are completed fully.

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Organisation

Leadership and management of the nursery education are satisfactory. It ensures ample good quality resources to deliver the Foundation Stage curriculum in the nursery. Staff plan a wide range of suitable activities to promote all areas and aspects of the curriculum. However, methods of teaching are not always well suited to the individual stage of development of the children who are participating in the activity. There is no evaluation of daily activities in the pre-school or information to indicate the effectiveness of planned activities, such as whether learning intentions are met. In addition, children's achievement records do not include the next step for their learning. There is a procedure in place for evaluation of the setting's overall performance; however, it does not fully address all of the issues relating to children's learning. For example, weaknesses in the quality of teaching and children's achievement records are not

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Improvements since the last inspection

Not applicable: this is the first inspection since registration.

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Complaints since the last inspection

Since the last inspection, Ofsted has received one complaint relating to National Standard 2 – Organisation, National Standard 3 – Care, learning and play and National Standard 8 – Food and drink. Concerns were raised regarding staff to children ratios, unqualified staff being left to supervise children for long periods of time, the interaction between staff and children and the quality of food provided for children. Ofsted conducted an unannounced visit to the

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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 premises. As a result of evidence gathered at the visit one action was set under National Standard 2 – Organisation, to put clear registration systems in place that show all the regulatory information as set out in the National Standards. A satisfactory response was received from the provider to the action set, therefore no further action was taken and the provider remains qualified for registration.

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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 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 children across the setting are able to dry their hands in a hygienic manner and ensure that all aspects of children's personal hygiene is attended to properly • make sure that all carpeted areas in the nursery are maintained to an appropriate standard of cleanliness • ensure that all staff use suitable behaviour strategies and make sure that they know the expectation to manage behaviour in line with the nursery's behaviour management policy • make sure that the procedure for managing medication in the setting is followed, to ensure that confidentiality is maintained, and ensure that all parental consent forms are completed properly.

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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): • make sure that activities are evaluated consistently and develop children's achievement records to include the next step in their learning • develop staff's understanding of different teaching methods to ensure that they are equipped to deliver the Foundation Stage curriculum in ways which consistently provide opportunities for children to make purposeful choices about play and develop and promote children's independent learning.

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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 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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