Rothley Park Kindergarten

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Rothley Park Kindergarten Ltd Inspection report for early years provision

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Unique reference number EY244466 Inspection date 22/10/2008 Inspector Alison Edwards

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Setting address Loughborough Road, Rothley, Leicestershire, LE7 7NL

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Telephone number 0116 2303888 Email info@rothleyparkkindergarten.co.uk Type of setting Childcare on non-domestic premises This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10). This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Rothley Park Kindergarten registered in 2003. It is privately run, and operates from purpose designed premises between the villages of Rothley and Mountsorrel in the Charnwood district of Leicestershire. It is registered on the Early Years Register to provide for a maximum of 97 children in the early years age range at any one time. There are currently 204 children on roll. Children are based in seven playrooms within the single storey building. Cloakroom facilities are accessible from each playroom. Playrooms have individual enclosed outdoor play areas for children's use.

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Description of the setting

The kindergarten operates from 08:00 to 18:00 from Monday to Friday for 51 weeks of the year. Children attend a variety of sessions. The setting has links with a number of local schools and other early years providers. Including the manager, there are 40 regular childcare staff. Of these, 30 hold recognised qualifications at Level 3 or above. A further two staff hold Level 2 qualifications.

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Overall effectiveness of the early years provision

Children enjoy their time in this setting because staff know them well and take account of their individual needs and preferences. This helps them to feel secure and valued, so enabling them to feel confident in their play and learning. Staff provide several positive examples of inclusion, for example, by incorporating simple signing in various daily routines. They work closely with external agencies and sources of support, such as, speech therapists, to help ensure all children are supported in their learning and development. Managers systematically review the effectiveness of the provision, including consideration of parental surveys and staff audits, in order to help them identify well targeted steps for future improvement.

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further?

To further improve the early years provision the registered person should:

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further?

 develop provision of a richer and more varied indoor and outdoor environment to further extend challenge and purpose in children's independent play and learning  extend use of observations in planning to ensure that activities and resources provide high levels of challenge and progression for individual children, and to more frequently share information with parents about children's progress and the next steps in their learning.

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provision

The nursery is managed effectively to promote children's safety and welfare. High priority is given to recruiting a good proportion of well qualified staff, all of whom undergo thorough clearance and induction procedures. This helps to ensure that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they are suitable to work with children and have a generally good understanding of how to implement the nursery's policies and procedures in order to safeguard children's well-being, for example in the event of any child protection concerns. Required records, such as those regarding children's health, care routines and diet, are clear and systematic, and are used effectively to ensure that all relevant staff have accurate information to enable them to meet children's individual needs and preferences. Consistently good adult:child ratios and careful attention to security and safety measures help to ensure children are well supervised and that any

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provision

potential hazards are promptly identified and minimised.

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provision

There are good arrangements to promote effective partnership with parents. For example, staff rotas are arranged to help ensure that key adults with particular responsibility for individual children are present for both their arrival and collection. This helps to promote continuity of care and informal discussion with parents of relevant experiences in children's lives. Supernumerary senior staff maintain good informal links with parents on arrival and departure because they are readily accessible when working in the front office. Details of current planning are displayed in individual rooms, so helping to keep parents generally informed of their children's planned learning. Parents are invited to parents' evenings once or twice a year and receive annual written reports on their children's progress. Individual developmental records are available on request, and staff are reviewing further ways of sharing on going developmental information with parents. The

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provision

nursery has arrangements in place to work with parents and relevant professional agencies to support the inclusion of children with disabilities or individual learning needs.

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provision

The setting has taken appropriate steps to address issues raised for further improvement in the previous inspection report, for example, by developing arrangements to support staff in the inclusion of children with disabilities or with individual learning needs. Emphasis is given to continuing and systematic evaluation of the effectiveness of the provision. This takes account of a variety of sources, for example, on going staff appraisal and professional development analysis, advice from external support staff, such as, local authority advisors, and the responses from parental surveys. Managers are also encouraging all staff to begin to monitor and assess their individual areas of responsibility, such as, the availability and use of play equipment to support children's development and learning in individual playrooms and outdoor play spaces. These processes help to ensure that identified priorities for development are well targeted, for example,

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provision

with regard to more effective use of assessments, and provision of a richer outdoor play environment.

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The quality and standards of the early years provision

Children are encouraged to develop a healthy lifestyle from an early age. They enjoy meals and snacks which are appetising and generally well balanced, and which take careful account of their individual dietary requirements. Younger babies enjoy stretching, rolling and turning themselves on padded floor mats, and develop confident balance when seated as they reach for and grasp simple toys. Older This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children often show growing independence in simple self care tasks, such as, wiping their own noses, and begin to talk about the reasons for good hygiene practices, such as, washing their hands before lunch. Children across the age range usually make extended daily use of the fully enclosed individual outdoor play areas immediately outside their own playrooms, so promoting their active play in the fresh air, for example, as toddlers and pre-school children enthusiastically play on

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The quality and standards of the early years provision

wheeled toys or use hoops and balls. However, outdoor and physical activities are not yet planned to best effect to fully stimulate and challenge children's play and learning.

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The quality and standards of the early years provision

Very careful attention to security and good levels of supervision help to minimise risks of children leaving the premises unaccompanied or of unauthorised adults gaining access. Furnishings and equipment are generally chosen and used well to support children's independence and safety across the age range. For example, chairs and tables of different heights, together with suitably chosen cutlery and crockery helps children at varying stages of development to feed themselves safely and successfully. Staff make use of various methods of communication to help children begin to participate fully and safely in daily expectations and routines, for example, by using pictorial cues and signing.

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The quality and standards of the early years provision

Throughout the nursery, staff show good awareness of the impact of any particular medical issues on children's care and diet, and of children's personal likes and dislikes. This helps to ensure that children are valued as individuals and are able to confidently enjoy their play and activities. Children readily build awareness of, and relationships with, other people, for example, as young babies show recognition of the adults caring for them, and as older children begin to share toys with each other. Children enjoy free choice between a selection of play opportunities at most times of day and use their chosen play things appropriately and with care, for example, as toddlers use plastic bricks to build shelters for toy animals, or as older children carefully thread wooden beads.

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The quality and standards of the early years provision

Children across the age range are confident and interested in their play, and so are developing good attitudes towards learning. For example, they recognise familiar books with pleasure, and show pride when talking about the tomatoes they've grown. They use their imagination in simple pretend play, such as, settling dolls to sleep, and begin to solve simple problems such as matching up dominoes or sequencing coloured beads. Staff are developing growing confidence in their understanding of the Early Years Foundation Stage with the help of internal and external support and training. They make use of frequent observations to assess children's individual stage of development across most aspects of learning. They are still developing confidence in making best use of this information to plan and provide consistently high levels of challenge and progression for all children, for example, with regard to their large movement skills or mathematical awareness.

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The quality and standards of the early years provision

Staff are encouraged to review the range and quality of available play resources, but do not always present these in the best way to extend children's purposeful and sustained creativity and imagination. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

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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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? Good The capacity of the provision to maintain continuous improvement. Good

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? Good

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Foundation Stage led and managed?

How well does the setting work in partnership with parents and others? Good

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Years Foundation Stage promoted?

How well are children helped to stay safe? Good How well are children helped to be healthy? Good How well are children helped to enjoy and achieve? Good How well are children helped to make a positive contribution? Good

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Years Foundation Stage promoted?

How well are children helped develop skills that will contribute to their future economic well-being? Good

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Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex C: complaint/s made to Ofsted

This section of the report includes details of any complaint/s made to Ofsted when:  we took action for the provider to meet the requirements of the Early Years Register; or  we asked the provider to take action in order to meet the requirements of the Early Years Register; or  the provider had already taken any necessary action to meet the requirements of the Early Years Register.

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Annex C: complaint/s made to Ofsted

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

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Detail of the complaint/s

Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action.

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Detail of the complaint/s

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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