Trinity Catholic High School

Sunny Days Nursery Inspection report for early years provision

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Unique reference number 102860 Inspection date 24/09/2009 Inspector Lynne Stephanie Bowden

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Setting address St Day & Carharrack Community School, School Hill,St Day, Redruth, Cornwall, TR16 5LG Telephone number 01209 821868 (Land) 07799511829 (Mobile) Email Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk 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

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Sunny Days Nursery is a committee run group, which registered in 1991. It operates from one classroom and a purpose built nursery in St Day and Carharrack Community School, near Redruth in Cornwall. They have links with Teyluva Children's Centre. A maximum of 35 children within the Early Years Foundation Stage (EYFS) may attend the nursery at any one time. The nursery is open each weekday from 8.00am until 6.00pm for 50 weeks of the year. All children share access to a secure, enclosed, outdoor play area.

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Description of the setting

There are currently 64 children on roll. Children come from a wide catchment area. Two children also attend other EYFS providers. The setting provides funded early education for three and four-year-olds. The setting currently supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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Description of the setting

Of the 14 members of staff employed at the setting, 13 have early years qualifications. The setting receives support from the local family services team and the Pre-school Learning Alliance.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children are happy and secure at this welcoming setting. Staff plan and provide a wide range of activities which interest children and promotes their learning and development well. Children develop awareness of difference and diversity, through their use of resources and projects. Parents are informed about the provision and their children’s achievements. The setting works effectively with other providers.

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further?

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

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further?

 develop system to analyse and identify any differences in the progress of different groups of children and identify and overcome any barriers to achievement  continue to develop systems to consult with parents about their children's progress and encourage their input.

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the early years provision

Children are safeguarded by the robust and effective recruitment and vetting procedures which ensure that children are cared for by suitable and qualified staff. The comprehensive safeguarding children policy is followed effectively. The premises are very secure and all visitors are reminded to sign the visitors’ book on This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their arrival and departure. Regular fire drills are carried out, so that children become familiar with them and regular comprehensive risk assessments are carried out to keep the environment safe.

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the early years provision

The setting has a full set of policies and procedures. Self-evaluation and reflection on practice is embedded in the setting's ethos, resulting in an accurate and frank self-evaluation, in which strengths and areas for development are clearly identified. The provision has very effectively addressed weaknesses identified at a previous inspection. The premises are fully accessible and routine access to a wide range of resources, including multi lingual labelling and books, ensures that children see positive images and learn to respect difference and diversity. Signing is used routinely within the nursery and is being reintroduced in the pre-school. Effective observation and assessment systems are in place and used to identify learning priorities and plan learning experiences for individual children. However, this information is not used to identify any differences in the progress of different groups of children and monitor the setting's effectiveness in promoting equality of

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the early years provision

Parents are kept informed about children’s progress at the setting through discussion, learning journeys and meetings. The current format of the progress reports does not fully encourage parental contributions about their children’s current development and next steps. The setting makes great effort to work with other agencies and providers of the EYFS, especially to support children at times of transition.

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and outcomes for children

Children make progress in all areas of learning. Older children help to introduce younger children, new to the group, to the setting's routines and expectations and are praised by staff, when they act as good role models. This increases their sense of self-esteem and achievement and consequently children behave well. Routine activities are very effectively used by staff, to enable children to develop their skills in meaningful ways. For example, they recognise their names for self-registration, and make marks to record when they have had snacks. They recognise the ‘tidy up’ music and work very effectively together and with staff to tidy resources away. Older children develop independence and enjoy pouring out their healthy drinks of milk or water. They are learning to keep themselves safe as staff remind them of safety rules, such as how to walk safely down steps from the nursery. After chalking a road way for their scooter journeys, children discuss the problem of how

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and outcomes for children

to make it safe for pedestrians. Their solution is to add a chalk zebra crossing and their play develops with other children joining in to use the zebra crossing.

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and outcomes for children

Daily free flow access to the outdoor play area enables children to enjoy the fresh air. They develop their confidence and physical strength as they enjoy climbing and manoeuvring around the climbing frame and steer and ride vehicles around the area. They learn how plants, including vegetables and herbs, grow. As they explore the area they delight in discovering the scent and texture of mint leaves. They excitedly share this discovery with their friends and ask staff to put a leaf This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safely aside to take home to their parents. Children concentrate and enthusiastically participate in playing musical instruments available, developing listening skills and sense of rhythm. Children learn through discussion and routine why they need to wash their hands appropriately and develop appropriate independence in toileting. 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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

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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