Cuddles 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. Cuddles Day Nursery Inspection report for early years provision

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Unique reference number EY312028 Inspection date 28/07/2009 Inspector Jennifer Getty

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Setting address 404 Mansfield Road, Mapperley Park, Nottingham, Nottinghamshire, NG5 2EJ Telephone number 0115 9607217 Email info@cuddlesdaynursery.com 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 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

Cuddles Day Nursery opened in 2005. It operates from a converted house in the Mapperley area of Nottingham. The rooms on the ground floor for younger children are accessible to all, and the rooms for the older children are accessible via a staircase. There is a secure enclosed outdoor play area. The day nursery serves the local area and surrounding villages. The setting opens five days a week all year, except Bank Holidays. Sessions are from 07.30 until 18.00.

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Description of the setting

The setting is registered to care for 50 children under the age of eight years. There are currently 69 children from eight months to nine years on roll, 30 of whom are in the Early Years Foundation Stage. This includes children who receive funding for nursery education. The provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The setting currently supports children with learning difficulties and/or disabilities.

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Description of the setting

The setting employs 13 staff who work with the children. Nine of the staff have recognised early years qualifications and several of whom, are currently working towards a further recognised early years qualification. The setting receives support from Nottingham City local authority.

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Overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory. Children are happy and settled in the setting, developing warm relationships with staff who work consistently with parents to ensure that their individual welfare needs are met. The setting uses self-evaluation tools and action plans to identify key strengths and areas for development which focus on the improving outcomes for children. The children are involved in numerous planned activities which link to their interests, helping them make sound progress in their learning and development.

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further?

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

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further?

 ensure that all practitioners have an up-to-date understanding of the safeguarding children issues and are able to implement the safeguarding policy and procedure, including allegations against staff, appropriately.  develop the links with parents, offering support for extended learning at home and opportunities for them to contribute to children's learning and development records  support and extend children's thinking and help them make connections in learning, both indoors and outdoors, through planning for children's next steps in learning and developing staff interaction with children, including the use of open-ended questions.

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further?

To fully meet the specific requirements of the EYFS, the registered person must: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  ensure the record of the risk assessment clearly states when it was carried out, by whom, date of review and the action taken following an incident or review, including action taken to further address hazards in the rear garden (Documentation) 12/08/2009  obtain prior written permission for each and every medicine from parents before any medication is given including non-prescription medication and keep accurate details of the dates when they are administered. (Safeguarding and promoting children's welfare) 12/08/2009

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provision

The management of the setting has a clear focus for continuous improvement and development, supported by a team of staff who, in the most part, are experienced and well-qualified. The use of professional tools to monitor the effectiveness of the provision are used to identify strengths and inform plans for subsequent development, which support children's welfare and learning. Records, policies and procedures are generally well-maintained to support children's safety and welfare, although, there are some aspects, which are not detailed or thorough in their implementation, resulting in some legal requirements not being fully met. The procedure for the administration of non-prescription medication does not include obtaining prior written permission for each and every medicine, although parents provide a general consent at the start of care. The premises are made safe through daily checks by staff for each room and the outdoor area, although these

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provision

are not always clearly dated and do not record who carried out the checks. Hazards in the outdoor area, such as, the broken fence are minimised as they occur and temporary measures are put in place, however, the record of the risk assessment does not include the incident and the actions for addressing this to make it safe for the long-term.

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provision

Recruitment procedures ensure that staff are suitable for their role and appraisals provide opportunities for highlighting staff strengths and opportunities for further professional development. Children are further safeguarded because staff have sufficient knowledge of the child protection issues and safeguarding procedures, although, they do not all have a detailed knowledge of the procedure for allegations against staff.

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provision

The setting ensures that parents are kept regularly informed of children's welfare and learning, through newsletters, displays and notice boards, as well as, daily diaries, which provide information about children's activities and routines. There are opportunities for parents to view and discuss their children's progress records and to speak with staff, although there are limited opportunities for extending children's learning at home or for parents to contribute to children's records. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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The quality and standards of the early years provision

Children are engaged in a range of activities that match their interests and provide them with opportunities to make free-choice about their play. They are happy in their surroundings and play well-together, approaching staff for support and develop confidence and self-esteem as they can see their work displayed on the walls. Older children enjoy contributing to these and making their own decisions about what goes on the display and where. This promotes their independence skills, along with opportunities to serve their own meals and pour their drinks. Children of all ages learn how to keep themselves healthy and safe, they respond well to staff reminders about playing safely and older children talk about road safety as they play outside with the cones and zebra crossing. There are several displays that support healthy lifestyles and meals are mostly well-balanced and varied. Children are confident in following good hygiene procedures, promoting

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The quality and standards of the early years provision

their awareness of self-care and staff are vigilant about implementing these. Outdoors, children develop their climbing and sliding skills, and move carefully around the top area on their scooters. They learn to recognise the differences and needs of others through discussion and various displays around the nursery.

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The quality and standards of the early years provision

Planning across the nursery varies according to the age ranges and stages of development of the children. Staff consider children's individual likes and interests when planning activities and ensure they cover all areas of learning so that children have access to a range of experiences that support their development. For example, children of all ages enjoy messy and creative play, as well as, quiet play. Babies enjoy cuddles and play happily with shape sorters and cars or looking in the mirror, looking to staff with broad smiles. They have space to pull themselves up and develop their physical skills, gaining confidence. Young children are supported in their transitions between rooms with the support of key workers and settle well into new surroundings. They enjoy digging in the sand and developing their mark making skills as they choose their own coloured crayons and are able to express themselves creatively. Older children have a free-flow system upstairs, which

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The quality and standards of the early years provision

provides them with opportunities to make choices about their play and develop relationships with all children and staff.

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The quality and standards of the early years provision

Older children enjoy games that enable them to recognise colour and shape, including more complex shapes such as hexagon and oval, and they are beginning to count confidently. They create their own junk models, count the number of buses passing and develop their creativity through accessing a range of craft materials. Staff observe children's progress and make records which reflect this, including plans for the next steps of learning, however, the planning is not consistently informed by these and the focus for some activities is not clear for the varying stages of development. This results in fewer opportunities for challenging and supporting children's thinking. Children receive support during play, with some staff attentive to their needs and providing opportunities for further learning, although the use of open-ended questions and the extent of staff involvement is inconsistent, both indoor and outdoors, for example, children are not encouraged

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The quality and standards of the early years provision

to think about quantity or what happens next when playing in sand or water. Staff listen to children and respect their views, recognising children as individuals and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 respecting their needs. This promotes a caring relationship between staff and children which helps them feel safe and secure. 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? 3 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

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