Brightstart Montessori Nursery, ScottowOfsted inspection, 17 Mar 2009

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. Brightstart Montessori Nursery, Scottow Inspection report for early years provision

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Unique reference number EY375401 Inspection date 17/03/2009 Inspector Susan Cox

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Setting address The Old School, The Fairstead, Scottow, Norfolk, NR10 5AQ Telephone number 01603 738360 Email office@brightstartnursery.org 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

Brightstart Montessori Nursery opened in 2008 and operates from a converted former school building situated in the village of Scottow, Norfolk. There is a ramp for access to the premises and all children use an enclosed outdoor play area. It is open each weekday during term-time only from 09.00 to 12.00 on Monday and Friday and from 9.00 to 15.15 on Tuesday, Wednesday and Thursday. Children may attend sessions or stay all day.

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Description of the setting

The nursery is registered on the Early Years Register. A maximum of 30 children may attend at any one time. There are currently 29 children aged from two to five on roll. The nursery is in receipt of government funding for early education. The nursery currently supports a number of children with learning difficulties and/or disabilities and children with English as an additional language. Links are being developed with local schools and other providers.

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Description of the setting

There are five members of staff who all hold appropriate early years qualifications; this includes the manager/proprietor who is also a qualified teacher.

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Overall effectiveness of the early years provision

Overall the quality of the provision is good. The nursery provides very effectively for children in the Early Years Foundation Stage (EYFS) and they are making good progress in their learning and development. Strong partnerships with parents enable staff to establish secure links with home and develop an understanding of each child’s background and needs. Links with other provisions the children attend are continuing to develop. Children’s welfare is often well-promoted. Self- evaluation identifies strengths and areas for development as the provider strives to provide a service which is responsive to the needs of the children and families that attend.

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further?

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

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further?

 ensure that where children also receive education and care in other settings, there is continuity and coherence by sharing relevant information  clarify the complaints procedure for parents  conduct risk assessments of the kitchen and access to the stairs.

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provision

The team of staff work very well together; they use their knowledge and understanding of child development, the EYFS and Montessori principles as they work in a sensitive manner to support all children. There is a commitment to continuous development as training is undertaken and advice and guidance is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 welcomed from other professionals as they adapt to meet the specific needs of children who attend. For example, staff have been trained in signing to support children with hearing impairment and have a very clear understanding of how to meet children’s particular dietary needs. This ensures children are respected as individuals, their welfare is promoted and they are fully included in nursery life. Parents are keen to express their pleasure with the nursery. They feel confident in the care their children receive, chat freely to staff to keep up-to-date and many

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provision

contribute to their child’s ‘Learning Journey’ securing the link with home. Plans are in place to work with the local school to help children moving on in the summer but links with other provisions the children attend are not yet fully developed to make sure children have a balance of care and education between settings.

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provision

Risk assessments are conducted and staff have taken much action to minimise risks to children although the potential risks associated with a child managing to get to the kitchen, or the stairs to the upper floor, have not yet been fully considered. Policies and procedures guide the staff in their work and inform parents of the way their child will be supported. However, the complaints procedure does not explain how parents may raise issues of concern and have them addressed appropriately. The system to evaluate the effectiveness of the service provided is seen as an on-going process as the nursery grows and develops. For example, as older children are attending staff are working towards completing the EYFS profile in preparation for them moving into school.

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provision

Staff have a very good understanding of safeguarding children issues and understand their duty to protect children at all times. They ensure children are always supervised, prevented from inappropriate contact with persons who have not been vetted and are safely collected. If they have concerns about children’s safety or welfare they know the correct action to take so that children may be appropriately protected.

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The quality and standards of the early years provision

Children are making good progress in all areas of their learning and development. This is because staff ensure there is a balance of child-initiated and adult-led activities both indoors and in the fresh air. Staff work consistently to ensure the environment is bright and attractive and they help children learn how to use the resources appropriately. Consequently, children confidently make their own choices of what to do, find the resources and concentrate well on tasks before packing them away in the correct place. Staff are on hand to help develop learning opportunities as they arise and the sensitive use of questions encourage children to think about what they are doing and be creative in problem solving. For example, a child playing with the train track notes that ‘Thomas is too big to go under the bridge'. Through play and encouragement the child finds more bricks and perseveres with building to increase the clearance of the bridge. There is great

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The quality and standards of the early years provision

delight when Thomas goes under it and staff help him take a picture to go in his record of achievement. The system for assessment has been under review and now includes matching children’s achievements to the six areas of learning to make this clearer for all and easier to track progress. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children learn personal care and independence as they put on their coats and shoes for outdoor play, wash their cup and plate after snack and become confident with managing their personal hygiene. They play happily together being kind and courteous as a matter of course as they follow the positive role models displayed by staff and listen to the gentle reminders they are given. Children count in their play, recognise familiar numbers on the attractive number line and frequently match, sort and compare using a wide range of resources. Older children are

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The quality and standards of the early years provision

competent with simple work packages on the computer and take photographs with a digital camera developing an understanding of information technology. They learn about the living world as they plant beans and watch them grow, consider the root system of the hyacinths, take pride in planting the outside tubs with brightly coloured flowers and study the life cycle of frogs. Children communicate well as they know staff will listen to them and value what they say and do. Stories are enjoyed with older children predicting what will come next and many take time to sit comfortably on their own or with a friend to look at books and talk about them. Staff are adept at developing learning opportunities from children’s experiences or interests. For example, they found out about Australia in a wealth of practical ways and Chinese New Year was celebrated including enjoying eating Chinese food with chopsticks.

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The quality and standards of the early years provision

Children’s health is well-promoted. They enjoy fresh fruit and vegetables with bread sticks for a snack and drink water as they wish to make sure they are well- hydrated. Playing in the fresh air they develop a range of physical skills as they ride wheeled toys, climb and slide, play with balls, dig in the sand or soil and excitedly join in parachute games. Action games and dancing to music keeps them active indoors especially on the rare occasions they are not able to play outside. When children are tired they relax in the comfortable chairs until they feel refreshed and ready to again join in with the activities. 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? 2 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? 2

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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 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 registration.

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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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