The Purbeck School

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. Hampstead Activity Nursery Inspection report for early years provision

p.1

Unique reference number 148737 Inspection date 12/05/2009 Inspector Siobhan O'Callaghan

p.1

Setting address Christ Church, Hampstead Square, London, NW3 1AB

p.1

Telephone number 020 7435 0054 Email Type of setting Childcare on non-domestic premises This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.1

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.

p.2

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

p.2

Description of the setting

Hampstead Activity Nursery is one of two nurseries run by Activity Nurseries Limited. It opened in 2000 and operates from three rooms within converted rooms of a church. It is virtually self-contained with access to further space within the main part of the church. Children have access to a secure patio area which surrounds the building thus offering children outdoor play experiences. The nursery is situated in a residential area of Hampstead which is in the London Borough of Camden. The nursery is open each weekday from 08.00 to 18.00 all year round. Children may attend full or part time sessions.

p.3

Description of the setting

The nursery is registered on the Early Years Register to care for a maximum of 33 children from one to five years. There are currently 38 children aged from one to under five years on roll. There are nine members of staff, five of whom hold appropriate early years qualifications to at least NVQ level 2. The nursery provides funded early education for three and four-year-olds.

p.3

Overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory. Children are making sound progress in their learning and development as they explore independently a bright, inclusive and welcoming environment. Children's individual needs are fully acknowledged as the staff team work closely with parents to support each child's care and progression within the setting. There are many secure policies and procedures in place to support the safe and efficient management of the setting. Although the safeguarding policy is not comprehensive and some aspects of children's personal hygiene are not consistently reinforced. The provision demonstrates a positive approach to continuous improvement which is evidence within their commitment to addressing most aspects of the recommendations raised at their last inspection.

p.3

further?

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

p.3

further?

 ensure children are consistently reminded of good hygiene practices particularly at meal times  further develop the planning of the outside play provision to ensure that children receive effective challenges and opportunities to develop their all round physical skills safely.

p.3

further?

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

p.3

further?

 ensure the safeguarding children policy includes the procedure to be followed in the event of an allegation being made against a member of staff, and that all members of staff understand the policy and 27/05/2009 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 procedure, and it is explained to and accessible to parents (Safeguarding and promoting children’s welfare)

p.3

provision

The children are cared for by a warm and caring team of staff. The majority of who have appropriate early years qualifications and experience to work with this young age group of children. There are secure systems in place to ensure that staff who are keen to update their knowledge and skills have regular access to ongoing training opportunities. The provision has developed many positive records, policies and procedures that are required for the safe and efficient management of the Early Years Foundation Stage. These support staff in meeting most aspects of children's welfare and development. For example, there are robust vetting procedures in place to ensure that all people working with children undergo thorough checks to deem their suitability. The staff team attend training in safeguarding children and demonstrate a clear knowledge and understanding of protecting children from harm and neglect through continual monitoring of their

p.4

provision

welfare. However, procedures to protect both staff and children from potential allegations of abuse are not in place, therefore, some aspects of safeguarding are not robust.

p.4

provision

Children are cared for in a safe and secure environment. The staff team maintain thorough risk assessments of both the inside and outside areas that children access so that this is safe for their use. A secure entry system to the premises ensures that no one can enter the building unnoticed and likewise children cannot leave the setting unsupervised. Children have independent access to a broad range of good quality resources which offer them suitable challenges. However, opportunities to develop some aspects of their physical skills are limited. For example, older children have little experiences to enjoy the challenges of climbing and balancing. This issue was raised at the last inspection and consequently continues to be an area for improvement. The provision has, however implemented many successful measures to address the majority of the recommendations made at the last inspection. For example, children now have

p.4

provision

very good opportunities to develop their independence skills. At lunch times they are now supported to serve their own food and to make choices about the amounts that they wish to eat. Children have a greater experience of other cultures and traditions celebrated within the wider community as this is now given due focus in planning and through the resources and displays children have access to.

p.4

provision

The provision has continued to develop their planning and assessment systems to improve the quality of educational experiences for children. Overall, these are well maintained and give due emphasis to children's next steps in their learning. However, there is still too little focus on the outside play provision to ensure that this provides a stimulating and challenging resource for all children throughout the year and not just in good weather. Children now benefit from the effective key This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 worker system that has been introduced. Children now have a special person who liaises with their parents about all aspects of their welfare and progress and thus provides a more consistent approach to meeting their individual needs. The general organisation of the accommodation has improved. Babies now have more space as they are based in a larger room which is more suitable to their developing

p.4

provision

needs. Toddlers have access to the largest room which has easy access to the outside play provision thus is promoting their ability to develop their independence skills. Whilst pre-school children have the smallest room this is imaginatively set out with direct access to the adjacent corridor area where they can help themselves to resources of their choice.

p.5

provision

The provision was asked to improve the qualifications of the staff team. Since the last inspection there has been some natural movement within the staff working here. The baby-room leader has recently left to go on maternity leave and they are in the process of employing a new qualified member of staff. Most staff do take the opportunity to update their skills and there are now just over half of the team with the necessary skills and qualifications in place, therefore improvement in this area is evident. The provision was requested to develop systems for self-evaluation so that there is continuous monitoring and reflection on practice within the provision. The manager has worked hard on her action plan from the last inspection and has made some steady inroads in addressing these areas. The systems for self-evaluation are still developing; and the manager displays a positive attitude towards improving the quality of the provision and consequently

p.5

provision

The provision values working in partnership with parents and others to meet the individual needs of children within the setting. Parents are provided with good quality information about the nursery and the experiences and activities offered to their children. Parents feel well informed about their children's achievements as they liaise closely with their child's key worker. Through discussion it is evident that parent's are very happy with the quality of care their children receive. Parents comments include: 'When I ask how my child has been I get good feedback. I love the family atmosphere of the nursery' and 'Staff are very welcoming and approachable'. Parent's comments recorded in a diary following parents evening includes: 'I am very happy with my child's progress the staff team are very supportive and help children to learn'. Parents confirm that they are able to support their children's learning at home as they have access to curriculum

p.5

provision

planning which is displayed within the nursery. The provision has established some positive links with the local schools that children will be moving onto thus supporting a positive transition. Consequently, these positive partnerships help children to feel secure and valued within the provision.

p.5

The quality and standards of the early years provision

Children are provided with some sound learning opportunities which help them to make steady progress towards the early learning goals. Overall, they receive positive interaction from an enthusiastic staff team who demonstrate a secure knowledge and understanding of how young children learn and progress. Planning and assessment systems are continually evolving with all staff developing their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 own skills within this area. Although there are no children in attendance with specific learning and/or developmental needs there are secure procedures in place to instigate appropriate support. Children are presented with a balanced range of both adult-led and child-initiated experiences which enables them to make choices and develop their independence. For example, older children are delighted to make their own play-dough as adults provide them with the ingredients they need and

p.5

The quality and standards of the early years provision

then allow them to take the lead. Children are excited to pour out their own flour and confidently explain that they also need salt and water as well as paint to create some colourful dough. Children are allowed to be creative as they choose their own colours and add more water if they wish to have stickier dough; whilst some decide that they want to add more flour because theirs is too wet. The adult supports the children's communication and problem solving skills as she asks them open-ended questions and encourages them to think about what they are doing and what they might like to do next.

p.6

The quality and standards of the early years provision

Babies enjoy exploring both natural and man-made materials as they play happily with plastic balls in the water tray. They are equally interested by the textures of the sand which is presented to them in low-level containers to support their easy access. Throughout the nursery, children are able to observe photographs of themselves and their peers which create a real sense of belonging. Babies particularly like to spend time observing photos with adults who support them to enjoy this experience. Children have good opportunities to mix throughout the day, therefore, younger children learn from their older peers whilst the older children learn to take due care around the little ones. All children have regular opportunities to get fresh air and exercise as they access the outside play area throughout the day during their allocated time-slots. However, the organisation and planning for these experiences does not consistently provide children with appropriate

p.6

The quality and standards of the early years provision

challenges. For example, children are excited to drive and ride their bikes energetically outside; however, due to the lack of focus they proceed to crash into each other and into the bench thus hurting themselves and at times others. Staff are quick to discuss with them the importance of not going too fast, however, effective strategies are not put into place to stop this from continuing to happen.

p.6

The quality and standards of the early years provision

Children have many exciting opportunities to become familiar with information and communication technology (ICT). Within their rooms they have access to CD players where they can listen to stories, whilst pretend telephones support them to engage within purposeful role-play scenarios. Children enjoyed a recent topic on fashion, where they experienced how a real sewing machine works and the results that can be achieved with this. Children's creativity was further extended as they were encouraged to create their own designs of clothing. Pre-school staff demonstrate a good understanding of following children's interests and expanding on this within the nursery. For example, when children showed a keen interest in the workings of the underground tube, a topic was set up with the whole class to create a large tube map. Older children who were able created their own written signs and children also designed their own trains with the use of a variety of

p.6

The quality and standards of the early years provision

materials including paints, material and lolly sticks.

p.6

The quality and standards of the early years provision

Children's welfare is promoted through many positive practices within their daily routines. They enjoy eating wholesome vegetarian meals and snacks which are cooked on the premises by the nursery chef. They remain well-hydrated This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 throughout the day as they have access to drinking water at all times. Children enjoy the responsibility of helping to serve their own snacks and lunch, they demonstrate that they are learning competent social skills as they offer to serve their friends food and wait patiently for the plates to be passed around the table. Staff motivate children to behave as they consistently praise them for being helpful and kind to their peers. Meal times are a happy social occasion with lots of chat amongst the children and the staff. Children are learning many positive hygiene practices as they wash their hands before meal times and after engaging within

p.6

The quality and standards of the early years provision

messy play. However, during lunch and tea time some children have heavy colds and are coughing over their own food and over their friends who are sitting next to them. Children are occasionally directed to get a tissue for their noses but staff do not consistently talk to them about the importance of covering their mouths, and they do not take this opportunity to discuss the spreading of germs and how this can be prevented.

p.7

The quality and standards of the early years provision

Children are developing an understanding of dangers and how to stay safe as they regularly participate in emergency evacuation drills. Visits from the local fire brigade further supports their understanding of the dangers of fire and how we need to keep ourselves safe. Children generally move around their environment safely and help to tidy away toys that may potentially be a tripping hazard. They are consistently reminded of how to use wheeled resources in the outside play provision safely although the management of these sessions is not currently effective in promoting this. Children are learning to respect one another's cultural and home backgrounds. Through topics and parental involvement they learn first hand through practical activities and experiences how, for example, Chinese people celebrate Chinese New Year and what is involved in the celebration of Diwali. This further supports all children's sense of belonging as they are valued

p.7

The quality and standards of the early years provision

and acknowledged within the provision. Overall, the nursery is setting some secure foundations for children's future learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

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.

p.8

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

p.8

Years Foundation Stage promoted?

How well are children helped to stay safe? 3 How well are children helped to be healthy? 3 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?

p.8

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

p.8