Little Orchard 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. Little Orchard Day Nursery Inspection report for early years provision

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Unique reference number EY382247 Inspection date 14/04/2009 Inspector Janette Elizabeth Owen

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Setting address 3 Gravel Hill, KINGTON, Herefordshire, HR5 3BS

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Telephone number 01544 231051 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 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

Little Orchard Day Nursery was registered in 2008. It operates from a large Victorian detached house in the market town of Kington, North Herefordshire. The setting serves the local area. The setting provides care for preschool children on the ground floor, with the baby unit located on the first floor. There is a fully enclosed area available for outdoor play. The group opens Monday to Friday, 51 weeks of the year. Sessions are from 08.00 until 18.00. Children are able to attend for a variety of sessions.

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Description of the setting

A maximum of 42 children may attend the setting at any one time. There are currently 31 children attending who are within the Early Years Foundation Stage (EYFS). The setting also offers care to children aged over five years to eight years. The provision is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The setting provides funded early education for three and four-year-olds. It supports children with learning difficulties and/or disabilities and children who speak English as an additional language.

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Description of the setting

The setting employs six members of child care staff, supported by students on placement from local colleges. Of these, five members of staff hold appropriate early years qualifications. The owner, who is also the manager, holds a Qualified Teacher Status. The setting receives support from the local authority and is a member of the Preschool Learning Alliance.

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Overall effectiveness of the early years provision

Overall the quality of the provision is good. Children are making good developmental progress; all children enjoy access to a broad range of interesting, age-appropriate and enjoyable experiences, which help them to develop and learn within a safe and secure environment. Partnerships with parents and other agencies are generally good, ensuring that children’s learning and welfare needs are met. The well organised settling in arrangements enable staff to get to know children and meet their individual needs well because the staff's practice is inclusive and the well-managed key person system ensures that individual attention is given to all children. Good arrangements are in place and procedures effectively implemented to ensure children's welfare is safeguarded. Children benefit from many ongoing improvements to the provision, implemented since the change to the nursery ownership.

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further?

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

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further?

 develop further systems to ensure information on children's starting points and observations are used effectively to plan the next steps in children's learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  develop the educational programme for children’s problem solving, reasoning and numeracy by providing opportunities for practical activities that support this area of development.

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provision

The leadership and management of the nursery are organised effectively to ensure that children are well cared for in a setting where well qualified and suitable staff have the knowledge and experience to meet the needs of all children. Policies and procedures are implemented effectively to promote good outcomes for all children. The good settling in arrangements allow staff to obtain information on children's individual needs from parents, enabling them to follow their wishes in relation to their child's care. However, systems to gather information on children's stages of development are less robust. The friendly and approachable staff are available to talk to parents and share any information on children's care and development on a daily basis and more formal consultation evenings enable parents to discuss their child's progress and view their developmental records.

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provision

The staff demonstrate a good understanding of the Early Years Foundation stage (EYFS) and plan a good range of activities to enable children to acquire new skills and understanding. They use their knowledge of each child to ensure their interests are taken into consideration when planning and teaching the educational programme. Any specific learning difficulties and/or disabilities are addressed by the Special Education Needs Coordinator (SENCO) working in partnership with parents and other professional involved in the child's care. Observations are carried out and staff make an assessment of the progress children are making towards the early learning goals. Changes to the systems used, mean that at this time, information from observations is not effectively used to influence the planning and fully support children in moving to the next stage in their individual development.

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provision

The staff follow procedures to ensure children's welfare, health and safety are maintained. Good hygiene procedures and qualified first aid trained staff mean that the risk of infection is minimised and staff are able to manage any accidents and to administer medication when required. Healthy snacks are provided and staff ensure children's dietary needs are respected. The premises are safe and secure and children are well supervised indoors and outside. Safety equipment is used where appropriate and risk assessments are carried out to identify any potential hazards. Children are protected from harm or neglect because recruitment procedures are robust and staff have a good understanding of child protection issues and follow Local Safeguarding Children Board guidelines.

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provision

Arrangements to monitor and evaluate the quality of the provision are ongoing. Staff and parents are able to contribute to the self-evaluation process. Many changes have already been implemented since change of ownership, which have had a beneficial effect on children. For example, moving the older children downstairs so they have free-flow access to outside play. 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 of all ages are making good progress towards the early learning goals because of the support they receive from staff and the range of learning opportunities which are provided through out the nursery. Staff in the baby unit ensure a high regard is given to ensuring the welfare and safety of the younger children. Their individual care routines are respected and children are forming secure bonds with the key person responsible for their care. Babies are able to socialise with the older children in the pre-school rooms; this helps them become familiar with the room before they transfer permanently. The baby unit is well resourced with toys and equipment which are safe and appropriate for the stage of development of the younger children. Bright and stimulating toys which stimulate interest and exploration, enable the younger children to make connections with the environment around them.

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The quality and standards of the early years provision

Children's understanding and use of communication, language and literacy is very well supported by staff, who interact effectively with children, provide resources to support their development and encourage children to share what they know and understand. For example, children observed some ants and woodlice in the play area and staff helped children to extend their understanding through appropriate questioning techniques and encouraging children to observe what was happening and to offer ideas of their own. Questions children ask are dealt with in a way in which helps them to learn. Following children's interest in snakes, a reference book was provided so that children could look at pictures and ask more questions about the creatures. They also found out how to use reference books with help, by using the index to find other information.

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The quality and standards of the early years provision

The extensive outside play space is used generally well to enable children to engage safely in activities out of doors. They learn to use a varied range of tools and equipment safely. They use mark-making materials, books and construction activities as well as explorative play and physical activities such as using wheeled toys and climbing apparatus. However there are missed opportunities to engage children in using their understanding of numercy in practical situations such as in the outside role play area set up as a builder's or during daily routines such as counting out cups and plates at snack time. Activities to support the programme for problem solving, reasoning and numeracy mainly relate to adult directed activities and table games.

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The quality and standards of the early years provision

Children express their creativity using art and craft activities, producing individual pieces of work such as paintings of daffodils or self-portraits which are displayed, showing their work is valued. Natural materials are provided, which children can explore, for example an interest table with wooden objects was enjoyed by a toddler, who spent considerable time handling the wooden rings and fitting them on a stand using sensory exploration to connect with the environment. Children learn about the community in which they live and the wider world. Spontaneous events such as watching a nearby construction site or shopping expeditions, enable children to develop their sense of community and the celebration of other cultures enables them to learn about the wider world. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children respond well to the staff, they are developing good attitudes towards

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The quality and standards of the early years provision

learning they are inquisitive, generally well motivated and enjoy spending time on both child initiated and adult directed activities. They are active learners, independent and developing in confidence. Children play well together, developing their social skills as they set up imaginative games or work cooperatively digging holes to explore outside. They are able to make choices and decisions about what they want to play with and develop independence in self-care tasks such as putting on their wellingtons to go out to play or washing hands after toileting. Children are well behaved and show consideration for others. 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? 3 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

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