Brockhill Barn Day Nursery

Brockhill Barn Private Day Nursery Inspection report for early years provision

p.1

EY345685 Unique Reference Number 03 June 2008 Inspection date Ann Doreen Burford Inspector

p.1

Brockhill Farm, Brockhill Lane, REDDITCH, Worcestershire, B97 6RB Setting Address

p.1

07773 190543 Telephone number emma@emrawlins.wanadoo.co.uk E-mail Emma Louise Rawlins Registered person Integrated Type of inspection Full day care Type of care

p.1

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

p.1

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.

p.2

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

p.2

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.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.2

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.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

p.2

WHAT SORT OF SETTING IS IT?

Brockhill Barn Private Day Nursery opened in 2007 and operates from an open plan purpose-built barn conversion building. It is situated on a working farm site on the outskirts of both Redditch and Bromsgrove in Worcestershire. A maximum of 40 children may attend the nursery at any one time. The nursery is open each weekday from 07:30 to 18.00 for 50 weeks of the year. All children share access to a secure enclosed outdoor play area. The nursery is able to support children with learning difficulties and/or disabilities and also supports children who speak English as an additional language.

p.2

Helping children to be healthy

The provision is outstanding. Children have a high level of understanding of how to lead a healthy lifestyle because of their regular participation in practical activities and experiences that enhance each child's health. The older children are developing their independence in meeting their own personal care needs.

p.2

Helping children to be healthy

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Excellent toilet and nappy changing facilities are in place to promote children's understanding of high standards of hand washing. The older children can independently use the child-height facilities adjacent to their play room. The well-equipped nappy changing room is located between the baby and toddler areas. After lunch the children go to the bathroom to clean their teeth and have a wash ready for an exciting afternoon's learning. This all enhances children's health routines. The internal premises are kept to a high standard of cleanliness. Outdoor shoes are not worn in the baby unit where babies may be crawling on the floor. An exemplary standard of the being healthy outcome is achieved because staff access external and internal training which ensures adults and children follow current good practice. This has influenced their

p.2

Helping children to be healthy

practice, for example staff wear protective clothing such as disposable aprons to prevent cross-contamination when serving food or nappy changing. Sleeping children are closely observed by vigilant staff. The setting has achieved a bronze award for promoting health in an early years setting and are currently embarking on their silver award.

p.3

Helping children to be healthy

Children are very well-nourished because they have a daily choice of fresh and dried fruit. They can access drinks at all times of the day. In addition they have a set snack time when children are reminded are encouraged to have a drink so they remain well-hydrated. The lunch menu is nutritious and children thoroughly enjoy this social time. Fresh ingredients are used for a five-week rota of menus. Parents are particularly impressed by the standard and content of the menu. Children are learning about healthy eating because of the excellent meals that are prepared on site. These are of high nutritional quality and taste. The smell of the food cooking during the morning is a treat for the senses and children often refer to the delicious aroma which helps to prepare their appetite. By lunchtime all the children are hungry and ready to eat well. A balanced diet is also provided for breakfast and teatime.

p.3

Helping children to be healthy

Children have wonderful opportunities for fresh air and exercise in the fully enclosed outdoor play area as well as exploring the local farm and countryside. Babies are taken for walks in pushchairs as well as regularly playing in the garden which can be accessed directly off the baby unit. Older children competently use wheeled toys as they pedal and use the sit-on toys with increasing skill. Appropriate strategies are followed by staff to protect children during extremes of weather without it impacting on their opportunities to access outdoor play. Shelter is created so children can play out during wet weather, or shade should the weather be hot. Children wear sun cream and hats during sunny weather. The older children frequently go for a walk across the fields and understand the need for appropriate clothing to protect them. They have a change of clothes available for their return if needed and a Wellington boot store

p.3

Helping children to be healthy

containing each child's boots is in the outdoor area should they be needed.

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is good. Children's care and education is enhanced by the ambience and country location. Staff warmly welcome parents and children on their arrival. The creation of a reception area supports the calm atmosphere in this setting. The nursery is situated in a converted barn which has been completed to a high specification. There is a self-contained baby unit and a large play room which is sub-divided into two areas. These areas act as a base for different age groups.

p.3

Protecting children from harm or neglect and helping them stay safe

There is a broad range of purchased age-appropriate equipment and toys readily available to support the care of all the children. These are supplemented by many natural resources and a range of improvised play equipment such as sensory exploratory toys for the younger children. All of the resources and equipment underpins the care and learning of all age groups, and staff ensure it is suitable and safe. Careful consideration has been given to the layout and design of

p.3

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 each room and area to ensure they are suitable for the age group using it. The setting is a member of a toy library so that they can further enhance children's experiences and learning.

p.3

Protecting children from harm or neglect and helping them stay safe

Children are learning how to keep themselves safe through practical activities and because staff act as positive role models. They learn to keep themselves safe because children are given opportunities to assess for themselves how to follow safe practice. For example older children are supported in how to use a sharp knife when cutting fruit. They learn how to keep their fingers safe with close adult supervision and the ability to stop and look before taking any action. Risk assessments are completed and regularly reviewed. Accident records inform the risk assessments so the setting actively seeks to reduce risks without impeding challenges for children and their enjoyment.

p.4

Protecting children from harm or neglect and helping them stay safe

Many of the staff have accessed recent safeguarding children awareness training through the local authority. This includes senior members of staff. There are clear procedures in place and guidance to use as a reference. This means children are well-protected because the staff understand their role and responsibilities in child protection and are able to put appropriate procedures into practice when necessary.

p.4

Helping children achieve well and enjoy what they do

The provision is good. Children and babies are keen to join in the wide variety of interesting and stimulating activities that support them making good progress. The warm caring relationships between adults and children are evident through their interaction. Staff have a sound knowledge of child development and regularly access appropriate training. The staff working with the younger children have accessed relevant training and information sessions on the 'Birth to three matters' framework organised by the nursery management. This training workshop has also been attended by parents to take a collaborative approach to the younger children's learning. Staff have created a wide range of sensory and natural equipment and activities to offer stimulation and tactile experiences for the younger children. The toddlers thoroughly enjoyed squeezing mashed potato through their fingers as it oozed. Bubbles and pasta are also regularly used as part of

p.4

Helping children achieve well and enjoy what they do

the sensory activities. Staff all have a strong commitment to continue to develop their own knowledge of childcare and education. Toddlers love singing and repeat their songs to parents at home.

p.4

Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children make good progress in all areas of learning because of staff's knowledge and understanding of the Foundation Stage. Each child has an individual learning plan based on assessment of each child's current development and how they can take the next step in their learning. This means children are motivated to learn and enjoy new challenges. Children are often consulted and lead the play however the organisation of the room and the storage units means that they have to sometimes rely on adults to access equipment on their behalf. This reduces children's opportunities to initiate their own learning. The deployment and commitment of staff enhances children's experiences as they love attending the nursery and quickly settle when they arrive. Senior staff have completed training on the code of practice so early action is taken to help children with learning difficulties and/or

p.4

Helping children achieve well and enjoy what they do

disability. They are pro-active in developing a working partnership with relevant professionals to ensure children reach their full potential. There are strategies to ensure children who have English as an additional language are given full support.

p.4

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 Personal, social and emotional development is a strong aspect in this nursery. Children understand right from wrong beyond what could be expected for their age. Children are developing a strong sense of belonging through the use of photographs and are starting to take responsibility for keeping the room tidy. Children have the opportunity to be the special helpers. They are given specific jobs of age-appropriate responsibility such as helping to prepare the table for lunch. There is a display called 'our celebrations and festivals this month', and each month it is changed to reflect multiple-faith festivals, national and international celebrations as well as those personal to children such as their birthday.

p.4

Helping children achieve well and enjoy what they do

Communication, language and literacy skills are well-promoted. Many of the staff have completed 'Nursery Talk' with a speech therapist to aid children's communication skills. Parents have the opportunity to also attend to take a collaborative approach to help children's speech. Children are fantastic communicators. They express themselves well through a sharing of ideas. This is achieved because they are asked for their opinions and ideas. A good range of books are available for children to look at by themselves or to have a shared story time. Older children read familiar stories to the younger ones as they remember the story in great detail. All the children request familiar stories again and again.

p.5

Helping children achieve well and enjoy what they do

Children are becoming competent mathematicians. A wonderful range of everyday practical activities enhances children's understanding of maths and encourages children to become competent mathematicians. Each morning when pre-school children arrive they find their own photograph and add it to the number line and clearly labelled numerals. Children are starting to identify how many persons are present, they can add one more and count how many children return after a play outside. They count how many are staying for lunch and then work out how many placemats and cutlery is required. This means children are starting to use mathematical concepts in their thinking and problem solving.

p.5

Helping children achieve well and enjoy what they do

Knowledge and understanding of the world is a particular strength in this setting. Children's curiosity and sense of awe and wonderment is promoted in an exemplary manner. There are areas of the garden that enable children to explore using a variety of natural resources. They use magnifying glasses to search the bark chippings and under logs for bugs and creatures. They examine them carefully and treat these creatures gently and with respect for their habitat. The children have an excellent understanding of nature, how to care for it and most importantly how to enjoy the outdoor environment. They have access to a range of programmes to use on the computer. Some children have impressive skills in using the mouse and can navigate their way around a programme with increasing success. The child-sized computer furniture means children can comfortably access this area. Children are learning about caring for the environment

p.5

Helping children achieve well and enjoy what they do

and are becoming young ecologists such as making compost and saving water. They regularly go for walks around the local environment. They visit the farm to see the animals such as cows and sheep.

p.5

Helping children achieve well and enjoy what they do

Creative play is regularly available and easily accessed by the children. There is a home corner in the pre-school area. A variety of supplementary storage boxes are available for different types of role-play. Children's own art work is proudly display in all areas of the nursery as well as the more adult-led displays. Each week a rhythm time session is held when an outside provider attends the setting to support children's development of their musical skills. This is followed up by staff by giving children extra opportunities as they play a wide variety of instruments from around the world.

p.5

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

p.5

Helping children make a positive contribution

The provision is good. Children have a strong sense of belonging which has been achieved through staff's efforts to create a homely familiar environment for the children. A wonderful range of photographs are on display so children can relive their exciting experiences in the nursery. The home-made photograph albums are used by the staff and children to talk about the activity such as creating a wormery and the butterflies. This all helps children feel a sense of belonging. Each room also has displays of children's art creations giving them a sense of identity and pride in their own achievements. Children participate in a range of festivals to develop their knowledge and understanding of the world as well as acknowledging their own and family celebrations. A display on the wall lists festivals from around the world as well as those being celebrated by each child.

p.6

Helping children make a positive contribution

Children with learning difficulties and/or disabilities have their needs met because staff understand and can implement the code of practice. Some staff have extensive experience of working with children with learning difficulties and/or disabilities. This has enabled strong partnerships to be developed so early identification and support can be organised. Parents are fully involved and supported during this time and their opinions are actively included in identifying the specific needs of each child.

p.6

Helping children make a positive contribution

Children are starting to learn how to behave well in proportion to their level of understanding and maturity because staff create an environment that encourages children to respect boundaries and begin to control their own behaviour. Taking turns, sharing and being respectful is a priority to help children develop their understanding of responsible behaviour. Older children are given age-appropriate responsibility such as helping to set the table ready for lunch. They have stickers to celebrate being considerate to others as well as acknowledging success. Children’s spiritual, moral, social and cultural development is fostered.

p.6

Helping children make a positive contribution

Partnership with parents and carers is good. Parents and children are always warmly greeted by staff on arrival and time is made for a friendly verbal exchange of relevant information. Formal parents meetings are regularly arranged to keep them informed about their child's achievements and progress. Regular newsletters keep parents informed about the topic and activities children participate in as well as staff changes or social events. Staff take time to get to know the children and parents well and create a lovely friendly, professional partnership. The weekly planning is displayed in the room and additional daily information about specific activities is also on show to keep parents informed. Sensitive and personal details are kept confidential but the daily record book does not always fully maintain confidentiality. The gentle settling-in procedure enables staff to work closely with parents to identify each child's needs

p.6

Helping children make a positive contribution

and how to meet them. Parents feel this is particular strength in this setting and enhances their child's enjoyment and their feelings of trust in the staff and management. Parents feel that they can go to work feeling confident their child is purposefully occupied and well-cared for.

p.6

Organisation

The organisation is good. Children's care and education is promoted by the careful consideration given to the organisation of the setting. The management are committed from the start to aim for high quality and have already embarked on achieving quality assurance. A bronze award has already been achieved for being healthy. Considering this is the first nursery for the proprietor it is a considerable achievement. Workshops are provided for staff and parents, and together they can build on

p.6

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 children's experiences and achievements through the provision of best practice. This reflects that practitioners have high regard for the well-being of all children. Despite having only worked together at this setting for a relatively short time, the staff make a cohesive team with high values. The key-worker system is effective and the organisation and deployment of the staff means children are always well-supervised and supported. There is a rigorous vetting system for staff which contributes towards children being protected. The policies and procedures are continually reviewed. All of the required documentation is readily available and very well-organised. It is all stored securely.

p.6

Organisation

Leadership and management is good. This is a new staff group who are committed to improvement as they actively improve their knowledge and understanding through training. Regular consultations with parents enhances the continuing strive for improvement by this dedicated team. Any immediate concerns are addressed with the parents. The evaluations of the outcomes for children inform an action plan for future development and improvement. However the evaluations of nursery education activities do not fully identify the strengths and weakness. They have worked hard to create stimulating, attractive premises where children feel at home.

p.7

Complaints since the last inspection

Since registration 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.

p.7

Complaints since the last inspection

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

p.7

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.7

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.

p.7

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

p.7

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): • improve the record keeping to ensure confidentiality is maintained at all times.

p.7

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

p.7

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): • expand the evaluation system to ensure it includes the education of funded children • increase the opportunities for children to self-select resources independently.

p.8

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

p.8

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

p.8