Dinky Ducks Nursery and Pre - School

Sure Start Rowner Company

Inspection report for early years provision

p.1

Sure Start Rowner Company

Unique Reference Number EY294995 Inspection date 12 September 2005 Inspector Michelle Ann Parham

p.1

Sure Start Rowner Company

Setting Address Sure Start Building, Siskin School Campus, Nimrod Drive, Gosport, Hampshire, PO13 8AA Telephone number 02392 513 777 E-mail nicci.surestartrowner@btconnect.com Registered person Sure Start Rowner Company Type of inspection Integrated Type of care Full day care, Crèche

p.1

Sure Start Rowner Company

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

p.1

ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

p.2

The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

p.2

WHAT SORT OF SETTING IS IT?

Sure Start - Dinky Ducks Nursery is located in the residential area of Rowner, Gosport, in Hampshire. The nursery is the responsibility of the directors/trustees of the Sure Start Rowner Company. It is situated in the grounds of Siskin Infant and Junior Schools and serves the local families who come from a mix of social and economic background. The nursery registered in 2004. The centre manager and supervisor oversee the

p.2

WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 day-to-day organisation of the provision. Children have use of a purpose built open-plan setting which is divided into 3 areas: an on-site library, an outside play area and a sensory room. The nursery operates from Monday to Friday, from 07:00 until 18:00, throughout the year. It is the nursery's policy to accept children from 3 months to 5 years. The nursery is in receipt of government funding for the 3 and 4-year-olds. There are 15 members of staff employed to work with the children, the majority of which hold relevant Early Years qualifications and continue to undertake further training. The nursery works closely with the Early Years Development & Childcare Partnership, with the Health and Social Services, and with the local Borough Council and the Siskin Schools. The group is currently working towards accreditation with the

p.2

WHAT SORT OF SETTING IS IT?

Pre-School Learning Alliance and Index for Inclusion. The nursery has 51 children on roll. There are 6 children aged 3 years, and 2 children aged 4 years, who receive funding. The group is able to offer appropriate support to children who have a recognised special educational need and to children who speak English as an additional language.

p.3

Helping children to be healthy

The provision is satisfactory. The children have a good understanding of personal hygiene and they become increasingly independent in their personal care. Staff promote the children's good health by implementing effective procedures. They use, for example, disposable gloves for changing nappies and anti-bacterial spray on tabletops and changing stations. This encourages regular routines for washing hands and for oral hygiene. However, staff are not vigilant when it comes to hygienic practice regarding children's soothers. This could lead to ill health. The children enjoy a wide selection of nutritious and wholesome snacks and meals, including a varied range of fruits and vegetables. This helps to increase their understanding of a healthy diet. They have regular drinks and older children can independently access fresh water throughout the day. This prevents children from becoming tired and de-hydrated, while improving their concentration. Staff have a

p.3

Helping children to be healthy

good knowledge of the children’s individual dietary needs and effective procedures are in place to ensure that they are addressed. However, not all babies are held whist being nursed, something which would ensure that they feel secure and comfortable at mealtimes. The children develop a positive attitude to physical exercise and benefit from outside play in the garden at regular intervals throughout the day. They gain confidence and a sense of achievement as they use equipment such as a balancing beam, hoops, skipping ropes, bats and balls, wheelbarrow and sand toys. They persevere and enjoy learning new skills like, for example, balancing along a beam with a staff

p.3

Helping children to be healthy

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 member's support. They later try doing it on their own, eventually jumping off. The children negotiate their way along pathways. They have a good sense of space and show increasing control over their movements. Babies and young children enjoy fine and gross motor physical playing activities. They explore their surrounding and begin to learn about their bodies. They develop new skills as they reach out for toys, practice crawling, pull themselves up, walk and play on the small step and ramp.

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is good. Staff have sound knowledge and understanding of child protection issues, so the children are protected well. They are aware of the different types of abuse and of the signs and symptoms that may indicate that a child is at risk. They are also aware of their role and responsibility to protect children in their care, and of the agencies to contact should they suspect that a child is at risk. The setting is based in a Sure Start Centre and is self-contained. The environment is, therefore, very safe and secure for the children. Parents and visitors pass through a number of buzzer systems in the reception area before entering the nursery. There are also key-codes on internal doors to minimise access. The staff undertake risk assessments of each room, and area to be used, on a daily basis. All assessments are recorded clearly to show that risks are identified and minimised, maintaining the

p.4

Protecting children from harm or neglect and helping them stay safe

children's safety. Staff are vigilant in their supervision of children. This is achieved because there is a high staff/child ratio in operation and the facility is purpose built. Furniture and equipment is maintained well and conforms to safety standards. Toys are organised well, and activities and equipment are in good condition. This ensures that they are safe to use and do not present a hazard to children. Effective procedures are in place for the collection of children and for outings. Therefore, all risks are minimised and children are kept safe.

p.4

Helping children achieve well and enjoy what they do

The provision is good. Babies and young children receive lots of cuddles and attention. Following a settling-in period, they attend the nursery confidently and happily. They form good relationships with the staff and enjoy their play opportunities. They show, for example, genuine affection for staff by approaching them for a cuddle or to engage in play. Observations and evaluations are undertaken and the staff have a sound knowledge and working practice of the Birth to Three Matters framework. They implement the framework effectively to plan and to provide a range of stimulating and appropriate activities. This ensures that babies and young children are supported and that they develop into strong and healthy children, skilful communicators and competent learners.

p.4

Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Nursery education The quality of teaching and learning is good. Staff working with older children have significant knowledge and understanding of the early learning goals and Foundation Stage. They plan and implement effective activities and resources, which ensure that the children's learning makes good progress. Further development of planning would ensure that observations are used effectively, to plan for the next steps which are appropriate for the children’s learning. Relationships with children are good and staff raise questions to effectively promote independent thinking. Activities are planned well, are flexible and can be led by the children. An example of this is when children choose books they want the practitioner to read for them. Also, during music sessions, the children often start to sing their

p.4

Helping children achieve well and enjoy what they do

own choice of song. The practitioner and group will then join in. The children are offered a range of interesting activities for each session. A good selection of resources are in place to support their learning. However, opportunities could be extended to encourage imaginative play, particularly role play in the home corner, by making the area more enticing. The children are encouraged to make marks, and a specific area is designated within the setting. However, there is little evidence to show that this is being used effectively. Further handwriting opportunities could be encouraged. Children, for example, might name their own work. Tools might be provided for making marks during other activities. The children’s spoken language develops well as they confidently talk about their experiences at home, or about what they think happens next in a story. They are happy to interact with their peers and with staff members. They also feel confident to

p.5

Helping children achieve well and enjoy what they do

speak when in a large group, or when playing with their friends. Their levels of concentration are good and they enjoy listening to stories, both in groups and alone, in the comfortable book-corner. They have resources and opportunities that promote word and letter recognition as well as reading and linking sounds to letters, thus developing their literacy skills. The children have good opportunities to recognise shape, colour and numbers, thus gaining knowledge and mathematical ability. Every day routines encourage their calculating skills and problem solving. For example, at mealtimes they count out the cups and cutlery, staff ask the children how many more do we need. Use of the pegboards helps the children recognise sequencing and patterns. Staff prompt the children’s curiosity and investigation skills. The children have opportunity to explore and initiate their own choices of play through independent

p.5

Helping children achieve well and enjoy what they do

access to resources, which are labelled well for identification and stored effectively for ease of access. Sufficient resources and activities are in place to promote knowledge and understanding of the world, and children increase their sense of time and place. They are able to talk, for example, about where they are going on holiday, or what occurred at home the previous day.

p.5

Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 The children have good opportunity to develop skills in using a range of tools and materials. They enjoy creative play with musical instruments, action songs, paints, glue and play dough. They manipulate various tools successfully. They make marks, play with sand and use outdoor equipment when playing, showing good control and co-ordination. They use their imagination well during creative play and music. Artwork is explored and child-initiated.

p.5

Helping children make a positive contribution

The provision is good. The children develop a strong sense of themselves because practitioners welcome and encourage them to participate in all activities. They also praise and encourage effort and achievement, so that children thrive in the setting, gaining confidence and self-esteem. Babies and toddlers show a good sense of belonging. They cuddle up, for example, to familiar staff and settle into the nursery routine. Practitioners have a good understanding of equal opportunities, so children feel valued as individuals. They work closely with parents so that any special requirements that the children might have are met. The children benefit from good partnership with parents, which helps to secure the relationships they build within the group. Important information is shared through discussion, information forms, frequent newsletters and displays. Activities and resources that reflect diversity are in place. This helps the children

p.6

Helping children make a positive contribution

become aware of a wider society, thus developing self-esteem and respect for others. Children’s behaviour is very good. They respond well to adult intervention and to gentle reminders to share or take turns, gaining an increased understanding of what is right and what is wrong. The children’s spiritual, moral, social and cultural development is, therefore, fostered. Partnership with parents is good. Parents and practitioners provide a 2-way sharing of information to enhance their learning, something which is beneficial for them. The children’s progress is discussed at parents' evening and through ongoing daily feedback. Information boards display daily and weekly structured activities, and home books enable parents to contribute to the children’s learning. Assessments are always available for parents to look at, and practitioners make themselves available to discuss the individual needs of children.

p.6

Organisation

The organisation is good. Leadership and management is good. The majority of the staff are appropriately qualified and effective procedures are in place to monitor performance, and to identify future training needs. Practitioners have regular meetings and share information to update practice. They have clear direction and are aware of their roles and responsibilities.

p.6

Organisation

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Good procedures are in place for the induction of new staff in order to ensure that they are aware of the setting's working practices and policies. Practitioners, working with children who are in receipt of funding for nursery education, have sufficient knowledge of the Curriculum Guidance for the Foundation Stage to help all children achieve well and progress. Good use of the Birth to Three Matters framework ensures that babies and young children are sufficiently supported and provided with care and learning opportunities to enhance their development. In practice, all policies and procedures work to promote the children’s health, safety, enjoyment and achievement. Group sizes and staff ratios also contribute towards these, and encourage the children to take an active part in the setting. The

p.6

Organisation

deployment of staff promotes positive relationships and ensures that the children’s needs and individual routines are met effectively. The children are happy and benefit from good quality care. Effective organisation provides them with learning opportunities. The setting meets the needs of the range of children for whom it provides.

p.7

Complaints since the last inspection

There are no complaints to report, which caused Ofsted to investigate the provider’s compliance with national standards.

p.7

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.7

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

p.7

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

p.7

The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • ensure good hygiene practices are in place with regard to children's soothers • introduce comfortable seating for staff and ensure staff always hold young babies when nursing them

p.7

The quality and standards of the care

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

p.7

The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • use the children's individual progress records to inform future planning of purposeful activities • further develop the home corner to encourage the children to use this area and develop their imaginative and role play experiences • introduce further opportunities for children to practice writing their own names, for example on their own pieces of work.

p.8

The quality and standards of the nursery education

procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk

p.8

The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

p.8