St. Andrews 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. St Andrews Day Nursery Inspection report for early years provision

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Unique reference number EY382120 Inspection date 17/03/2009 Inspector Paula Hunt

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Setting address St Andrews Day Nursery, Church Lane, Shilton, CV7 9HW

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Telephone number 02476 616086 Email standrews@ntlworld.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 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

St Andrews Day Nursery opened in 2008 and operates from converted premises that were formerly the village primary school in Shilton, Warwickshire. The nursery premises are accessible and have disabled toilet facilities. Children play in three rooms and there is a separate room for sleeping children. They have access to an enclosed outdoor play area at the rear of the building. The nursery is open throughout the year, except for bank holidays and operational hours are Monday to Friday from 07:15 to 18:00. Children attend for a variety of sessions.

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Description of the setting

The nursery is registered on the Early Years Register. A maximum of 53 children may attend the nursery at any one time. There are currently 25 children aged from six months to under five years on roll. The nursery currently supports a number of children with learning difficulties and/or disabilities and also supports a number of children who speak English as an additional language.

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Description of the setting

The nursery employs seven members of staff of whom four hold appropriate early years qualifications. Three members of staff are currently working towards a qualification. The nursery receives support from the local authority and provides funded early education for three- and four-year-olds.

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Overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory. Children are cared for in a clean environment where they are valued and respected as individuals. They are happy and share a warm and affectionate relationship with the staff and each other. Children make progress in their learning and development, although improvement needs to be made in the assessment arrangements to fully identify learning priorities for each child. The manager has begun to assess the quality of care given and note areas for improvement which demonstrates a commitment to ongoing continuous improvement.

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further?

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

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further?

 improve the information for parents, ensuring they are kept up to date with children's developmental progress and ensure opportunities are available for them to be actively involved in and contibute to their learning  develop systems to gather information about children's starting points, assess observations, identify learning priorities and plan relevant and motivating learning experiences for each individual child  improve the procedures for the handwashing of babies and young children  provide more resources with regard to construction, problem solving and the outdoor area to ensure sufficient challenge for older children.

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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  must meet the requirements for adult:child ratios set out in Appendix 2 of the Statutory Framework (Staffing Arrangements). 24/03/2009

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provision

The manager and staff have sufficient familiarity with the requirements of the Early Years Foundation Stage (EYFS) although some staff have not yet attended any training, therefore, have been unable to update their knowledge regarding the EYFS. Documentation is well organised and there is a comprehensive range of policies and procedures in place to support the practice, which are shared with parents. Most of the required records are in place to safeguard and promote the welfare of children, including the process for parents to raise comments, compliments or concerns about any aspect of the provision. Satisfactory recruitment and induction procedures ensure that all staff are suitable to work with children, and that staff are clear about their roles and responsibilities. However, an apprentice under the age of 17 although supervised at all times has been counted in the adult:child ratios which is a breech of the legal requirement. The self-

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provision

evaluation process of the nursery's practice is still in its infancy although, the manager has identified some areas for improvement such as the purchase of further resources and training of less experienced staff.

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provision

Comprehensive risk assessments have been undertaken and staff take precautions to ensure that children remain safe at all times. For example, the nursery premises are secure and a security camera is used to ensure no unwelcome visitors can gain access the children. The garden is fully enclosed and the children are suitably supervised during physical play. Staff are aware of their responsibilities to safeguard children and there are clear procedures in place to ensure that appropriate action is taken if needed.

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provision

The nursery works closely with parents. Detailed information about their child is obtained before they join to ensure consistent care is given by the child’s key worker. Staff give appropriate support to parents and children to enable the child to settle well. Attractive displays of children's work and photographs of children engaged in activities provide parents with additional information about what children are doing during the day. An exchange of information takes place at the beginning and end of each day to ensure the needs of the child are met and each child has a written daily diary. However, little information is exchanged with parents regarding their child's progress, achievements and starting points and this impacts on their ability to learn and develop.

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The quality and standards of the early years provision

Children experience and benefit from a wide range of interesting activities including tactile and soft play for the youngest, and many creative and expressive early learning activities for older children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 There is a good balance of adult-led and child-initiated experiences. The inclusive environment contributes to the children's learning, as the playrooms are light, airy and well ventilated. Space is used adequately, with consideration given to the number and ages of children in attendance. The pre-school room has been set out thoughtfully into the areas of learning. Equipment is easily accessible to children so that they can select their own resources and older children show a good level of independence. Resources reflect diversity and some religious and cultural festivals are explored through everyday discussions and planned activities. Consequently,

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The quality and standards of the early years provision

children are learning about the wider community and developing a positive image of themselves and others. Children happily engage in play both independently and with others, often initiating their own activities. Behaviour is suitably managed and children demonstrate good manners and are eager to help when requested. For example, children help to tidy away toys and are keen to be chosen to give out cups and cutlery at meal times. Consequently, they are developing a sense of responsibility.

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The quality and standards of the early years provision

Babies have access to an adequate range of stimulating resources and receive lots of cuddles in a clean and attractive environment. They have easy access to toys and equipment from low-level tables or arranged on play mats on the floor. Non- mobile babies have a range of toys placed within their reach, so that they too can make choices regarding what they explore. Babies are able to physically develop through having toys and equipment which encourages them to pull themselves up and progress their coordination through having access to ride on wheeled toys and rockers. Younger children were seen happily exploring a variety of natural materials from a treasure basket and developing their creativity through finger painting activities. Most staff are very attentive to babies, know them well, and reassure and comfort them when they are upset. Appropriate routines are in place for meal times, sleep routines and time spent outdoors.

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The quality and standards of the early years provision

Children's learning is appropriately supported due to the adequate knowledge and understanding that some staff have in relation to the learning and development requirements of the EYFS. Most staff are skilful at asking open ended questions and engaging children in conversation. Consequently, children are confident communicators who ask questions and make suggestions. For example, during a story children ask why the child has a sad face, then suggest it may be because they are upset or want their mummy. Generally, staff have a satisfactory knowledge of the six areas of learning, and ensure that each area is included in the general planning. However, there are no clear systems in place for gathering information about children’s starting points. Staff make regular observations of the older children's achievements although systems are not yet in place to plan their next steps and this means that staff are unable to plan effectively for individual

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The quality and standards of the early years provision

children’s needs. No progress records are completed for the younger age children.

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The quality and standards of the early years provision

Children play imaginatively and explore resources in the home corner carefully laying the table and serving plates of food to each other. Name cards and a self registration system enable children to recognise their name and staff support children to link the initial sounds of children's names to letters. Children listen attentively to stories and enjoy songs and rhymes all in which contributes to their communication and language development. They experience numbers and problem solving during some everyday routines, such as counting the number of cups This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 required at snack time and how many girls are present at circle time. All of which promote children's economic well-being. Older children have daily opportunities to go outdoors in the garden and develop their large muscle skills. Currently the play experiences available for them are

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The quality and standards of the early years provision

limited to pedalling bikes, climbing the ladder of a slide and playing with balls and hoops. The limited resources for the outdoor environment does not offer children sufficient challenge to be physically active and explore using their senses. Children are sociable, they make friends with each other and wait their turn when climbing onto equipment in the garden area. They attend to self-care by putting on their coats and they pour their own drinks. All children receive warmth and kindness from staff. The nursery also finds out about any religious or cultural practices that are relevant to ensure they are respected and adhered to within the nursery. Staff demonstrate a working knowledge of identifying children with learning difficulties and disabilities and would discuss their concerns with management. Children with learning difficulties or disabilities would be offered any additional support and continued to be fully integrated within the nursery environment.

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The quality and standards of the early years provision

Older children are encouraged to learn about the importance of maintaining their own personal hygiene, for example, by the thorough washing of their hands before snack and lunch. However, staff do not wash younger children's hands before any meals. The manager prepares healthy and nutritious meals that take account of their children's individual dietary needs and which are served in sufficient quantities. Mealtimes are sociable occasions, when the children sit together, chatting about events that are important to them. This not only aids the children to further their social skills, but to also enhance their vocabulary. Fresh drinking water is readily available to older children with younger children being offered drinks at regular intervals and consideration is given to those who are unable to ask for one themselves. 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? 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?

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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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