Offerton Farm Day Nursery

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. Offerton Farm Nursery Group Inspection report for early years provision

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Unique reference number 205227 Inspection date 16/01/2009 Inspector Sally Wride

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Setting address Offerton Farm, Hindlip Farm, Worcester, Worcs, WR3 8SX

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Telephone number 01905 757779 Email 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).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Offerton Farm Nursery Group opened in 1996. The setting is privately owned and managed and operates from 13 rooms in converted farm buildings in a rural location between Droitwich and Worcester. The nursery serves the local and surrounding areas and has links with local schools. There are fully enclosed play areas available for outdoor play.

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Description of the setting

A maximum of 135 children may attend the setting at any one time. There are currently 100 children attending who are within the Early Years Foundation Stage (EYFS). Of these, 42 children receive funding for early years provision. The setting also offers care to children aged over five years as part of the school holiday club. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the setting

The group opens five days a week for 48 weeks of the year with closed periods at Christmas and during part of the summer school holidays. Sessions are from 08:00 until 17:45. Children are able to attend for a variety of sessions. The setting currently supports children with learning difficulties and disabilities, and has procedures in place to support children who speak English as an additional language. All buildings are accessible via steps and ramps. Indoors, the vast majority of rooms are ground floor level, including accessible ground floor toilet facilities. There are steps within one nursery unit, leading from one room to another.

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Description of the setting

The setting employs 26 members of child care staff, six of whom work on a part- time basis. Of these, 15 hold appropriate early years qualifications. There are four members of staff currently working towards a recognised early years or higher- level qualification. Additional members of staff are employed to provide holiday cover and for the preparation of meals. The setting receives support from the local authority.

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Overall effectiveness of the early years provision

In a safe and secure environment children's welfare is promoted with success, with the exception of minor weaknesses. Their learning and development is well promoted as they benefit from a wide range of interesting and purposeful planned activities and spontaneous play. Their individual needs are well known by staff, who offer inclusive practice to ensure that all children are able to participate at their own level. This is not, however, fully supported by all written policies and planning, observation and assessment arrangements. Systems of self-evaluation are currently in their infancy although a good start has been made in recognising the provisions key strengths and areas requiring development, demonstrating capacity to maintain continuous improvement.

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further?

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 develop further opportunities for children to explore diversity and review and improve the policy on equality of opportunities to ensure the needs of children who speak English as an additional language are considered, demonstrating how they will be included, valued and supported, and how reasonable adjustments will be made  develop observation and assessment systems to ensure that children's individual learning and development needs are identified, ensuring this informs planning to help each child take the next step in their learning and development  improve opportunities for parents and carers to regularly review and contribute to their children's observation and assessment records.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure that written information is in place for all children about who has legal contact with the child and who has parental responsibility for the child (Safeguarding and promoting children's welfare). 06/02/2009

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provision

Children benefit from the effective organisation of the setting and systems in place that ensure action is taken to minimise perceived risks, for example, through detailed risk assessments and security procedures for external doors. Children are cared for by a well qualified staff team and are protected through effective systems for the safe recruitment, vetting and induction of staff. Staff benefit from opportunities to attend external training and take part in internal information session meetings. This ensures they remain up to date with changes occurring in the early years field, for example, the implementation of the EYFS. The vast majority of documentation required for the safe and efficient management of the EYFS is well maintained and reflective of current good practice and professional advice. However, children's welfare is not fully safeguarded because the provider has not obtained necessary information from children's parents and carers with

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provision

regard to who has legal contact with their child and who has parental responsibility. As a result, an EYFS welfare requirement is not met. Child protection policies and procedures are reflective of Local Safeguarding Children Board (LSCB) guidelines and are openly shared with parents and carers. Staff have a satisfactory understanding of the known indicators of child abuse and of the action they should take in the event of a concern about a child in their care.

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provision

Systems of self-evaluation are developing well with many strengths and most areas requiring further development identified. However, as these systems are in their infancy they have not yet been in place for sufficient time to have had full effect. As a result, action has not been taken to ensure all identified areas for improvement have been completed. The vast majority of recommendations raised This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 at the last inspection have been met, however, two areas still require further improvement. Parents and carers are well informed of how the care of their children is organised and the range of activities provided. Well presented notice boards detail items of news with regard to the setting in addition to more general information about childcare, health and education. Planning documents are displayed throughout the setting and parents and carers are also encouraged to

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provision

share with staff what they know about their children. They benefit from daily exchanges of information with staff, including the use of written diaries provided to parents and carers of babies and younger children. Children's development files are formally shared during parent and carer meetings each year and are available to view at any time upon request. However, this sharing of information has not been extended to encourage parents and carers to review and contribute to their children's learning and development files to encourage their involvement in their children's learning. Relationships with other providers delivering the EYFS and professionals from external agencies are well developed. As a result, appropriate advice, support and guidance is sought to support children with learning difficulties and disabilities which ensures continuity of care and progression. Although there are currently no children on roll who speak English as an additional language,

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provision

written policies and procedures do not demonstrate how their needs will be considered or how they will be included, valued or supported within the life of the setting. Managers and staff are reactive in their planning for the care of children who speak English as an additional language and have not yet considered this aspect of the EYFS in sufficient detail.

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The quality and standards of the early years provision

Children throughout the setting are happy and settled in their care and learning environment. Their individual needs are well known by staff who ensure that all children are fully involved and included in the life of the setting. The grouping of children is well considered to ensure all children have opportunities to play and take part in activities in smaller groups, which supports their learning and development very well. They also join up with other groups throughout the course of the day to socialise and engage in larger group activities, for example, when playing outdoors. As a result, children form relationships easily and relish their time with their peers. Throughout the setting children behave very well. All children receive warm praise and encouragement for their efforts and achievements which fosters their self-esteem. Children's good health is promoted with success and positive steps are taken to prevent the spread of infection.

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The quality and standards of the early years provision

Children of all ages benefit from daily opportunities to play outdoors, accessing their natural environment and the fresh air. Babies and younger children enjoy walks in pushchairs around the farm whilst older children visit the onsite adventure playground. All children play with a range of outdoor toys which support and extend their physical control. Children benefit from healthy and nutritious meals and snacks and are well hydrated. Their individual dietary needs and preferences are well catered for and their independence is fostered. For example, babies are supported as they begin to feed themselves. Children develop an understanding of safety as they take part in regular fire evacuation practises and make use of the green cross code when out for a walk. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children engage in purposeful play and exploration, both in and out of doors. They

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The quality and standards of the early years provision

engage in both adult-led and child-initiated activities and make good progress in their learning and development in all six areas. Throughout the setting, staff in each base room make use of their own systems for planning, observation and assessment. However, these systems vary to the extent that there are inconsistencies in the way observations and assessments are used to inform future planning. Whilst all children take part in a wide range of planned activities and spontaneous play, these are not always evaluated in terms of how individual children will be supported to take the next step in their learning and development. Children occasionally explore festivals and events from their own and other cultures. Whilst a developing range of toys and resources that promote positive images of diversity are available, these are not routinely available to children in every day play situations. This limits opportunities for children to learn about the

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The quality and standards of the early years provision

Babies and younger children receive warm and comforting cuddles throughout the day. Their individual daily routines are well provided for as they are changed, sleep and eat in line with their individual needs. They have great fun exploring a wide range of activities that encourage their learning and development through sensory exploration. For example, spaghetti play and exploring natural resources in the sensory box. They experiment with arts and crafts such as painting, sticking and chalking which develops their creativity. They develop an early understanding of colours and weight variations as they hold and shake filled sensory water bottles and help to weigh ingredients during cake making activities. Toddlers behave well and begin to cooperate with their peers as they share their toys and take turns in their play. They play alongside each other as they use their imaginations whilst using small world dinosaur figures. They openly vocalise and converse and benefit

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The quality and standards of the early years provision

from staff who introduce them to new vocabulary. They construct with building blocks and enjoy joining in with music and movement sessions. Pre-school children relish opportunities to explore their outdoor environment and benefit from recently introduced Forest School sessions. They enjoy stories and mostly sit well as part of a group to listen to stories read by staff. They communicate well as they play and confidently ask staff questions. Children use their imaginations very well as they take part in play and games in the role play area, for example, as they plant and tend flowers they grow and sell in the garden centre. Children have free access to writing resources which they confidently use for their own purpose, for example, to write shopping lists. They are well supported by staff as they begin to make marks and form recognisable letters. Many of the children are able to count up to 10 and above and recognise a range of shapes. They explore volume and capacity as they

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The quality and standards of the early years provision

pour sand and water from one container to another and are introduced to positional language such as left and right as they manoeuvre vehicles around the road mat. They build using construction materials, often with a design in mind, for example, a racing car. 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

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is 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? 3 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 3

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Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 2 How well are children helped to enjoy and achieve? 2 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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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 B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met 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

There have been no complaints made to Ofsted since the last inspection.

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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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