Faith Together in Leeds 11

Building Blocks Centre Inspection report for early years provision

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Unique reference number EY273298 Inspection date 27/10/2009 Inspector Thecla Grant

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Setting address Building Blocks, Maud Avenue, Leeds, West Yorkshire, LS11 7DD Telephone number 0113 270 8088 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 0300 123 1231, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as

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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: 0300 123 1231 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

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.

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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

Building Blocks Nursery opened in 2003. It operates from a purpose built Parent Resource Centre run by a charity called Faith Together in the Beeston area of Leeds. Children have access to two outdoor play spaces. The nursery is opened each weekday from 8am to 6pm for 50 weeks of the year excluding bank holidays.

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Description of the setting

The nursery is registered by Ofsted on the voluntary and compulsory parts of the Childcare Register. A maximum of 44 children may attend the nursery at any one time. There are currently 46 children aged between three months and five years old on role. The nursery has a number of children with special educational needs and children who speak English as an additional language.

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Description of the setting

There are 16 members of staff, 15 of whom hold National Vocational Qualifications in the early years to level 2 or 3. The manager is trained to degree level.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children’s welfare and safety is appropriately promoted, but the safeguarding policy is not up to date with current guidelines. Staff suitably support children's learning and the setting and has systems in place to monitor their development. However, these are not securely in place. The provision has strong partnerships with others and staff have a sound understanding of working in partnership with parents. Effective steps are taken to evaluate the provision and action taken to tackle weakness are good. Plans for the future are well targeted, as a result, outcomes for children are improved.

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further?

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

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further?

 adapt the safeguarding children policy and procedure to include the procedures to be followed in the event of an allegation being made against a member of staff. 03/11/2009

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further?

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

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further?

 develop children's assessments for learning so staff can analyse and review each child's development and make informed decisions about the children's progress to plan the next steps in their development and learning  plan appropriate play and learning experiences based on the children's interests and needs and identify any concerns about a child's development  make sure children's linguistic diversity is valued and provide opportunities This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 for children to develop and use their home language in their play and learning.

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the early years provision

Staff have a sound understanding of how to keep children safe and the procedures to follow should they have any concerns. However, the written safeguarding policy does not include the procedures to be followed in the event of an allegation being made against a member of staff. This is a breach of a specific legal requirement and impacts on the inspection judgements relating to safeguarding. Clear systems are in place to make sure children are safe and secure on the premises. For example, each playroom is accessed by key pad and the main entrance to the building is accessed electronically. All staff understand the procedures in place with regard to visitors and systems in place to ensure staff are suitable to work with children are well organised. Risk assessments are securely in place and implemented well.

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the early years provision

Resources are effectively managed and used, for example, staff make sure the play rooms are warm and welcoming for the children and organise the toys and equipment so they are easily accessible. Staff are committed to keeping abreast of new ideals and initiatives in childcare and have attended various training courses and workshops. However, staff do not show sound knowledge and understanding of the new framework especially with regard to planning and observations. As a result, the quality of planning for inclusion to ensure individual children enjoy a challenging experience across the areas of learning is weak.

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the early years provision

The provision is committed to working in partnership with others and has built strong links with other professionals. All staff and parents have the opportunity to be involved in the evaluation of the provision. Leaders and managers have clearly communicated their ambition and vision for the provision and successfully work toward meeting their targets. As a result, the changes to the building are completed. Systems are appropriately in place to work in partnership with parents, although parents are not sufficiently encouraged to share what they know about their child so staff can ascertain children's progress in relation to their starting points.

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and outcomes for children

The learning environment encourages children to make sound progress in their learning. Children enjoy design making with the construction bricks as they build a tower with the support of the staff. They make choices about the activities they engage in, for example, during story time some children choose to play elsewhere. Children's initiated activities are promoted during free play, where they pretend to take the dolls to the shops. Staff promote the children's language for thinking by asking them what they are going to buy. The older children also enjoy the adult led activity of sticking different colour paper onto work sheets and playing ring This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 games. During the ring game they learn about their bodies and how to manage space as they turn around. Children in the baby room freely explore their environment, they pretend to feed the dolls, and enjoy throwing the balls from the

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and outcomes for children

ball pool onto the floor. They also enjoy the structured water play activity as they sit at the table.

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and outcomes for children

Older develop their numbers and counting skills through the singing session where they learn to count in sequence and how to calculate using props for the 'duck' song. They learn about health and bodily awareness but do not remember the reasons why they need to wash their hands before lunch. Children develop an awareness of time as they talk to the staff about events that happened to them outside the nursery and show interest in the world in which they live through topics about different countries. However, children are not effectively encouraged to develop and use their home language in their play and learning. As a result, they are not consistently helped to develop their cultural identities. Most babies are confident in exploring their surroundings and are happy to play by themselves when a familiar adult is around them. The well established routine of the baby room also helps babies to feel safe and secure.

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and outcomes for children

Planning is in place but not securely based on children's interests, it is based on pre-planned topics and adapted age appropriately. As a result, the quality of planning does not ensure that each child is offered an enjoyable and challenging experience across the areas of learning. Information from observations and assessments are not analysed or reviewed for staff to make informed decisions about the children's progress and plans for the next steps in their learning. Also children's observations do not highlight the need for further support. As result, children with additional learning or development needs are not consistently identified. Staff have a good understanding of the action to take when children are ill, because they are trained in delivering first aid. As a result, children are well taken care of if they have an accident or become ill whilst at the setting. 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 4 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 4 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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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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