Burton Day Nursery Ltd

Burton Day Nursery Ltd Inspection report for early years provision

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Unique reference number EY100752 Inspection date 10/11/2009 Inspector Dinah Round

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Setting address 131 Salisbury Road, Burton, Christchurch, Dorset, BH23 7JN Telephone number 01202 490506 Email burton.daynursery@tiscali.co.uk 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

Burton Day Nursery opened in 2002 and it is privately owned. It operates from former school premises in Burton on the outskirts of Christchurch, in Dorset. Children use four age appropriate play rooms and a sleep room. There are enclosed outside play areas provided for the different age groups. The nursery serves the local community and surrounding areas. The nursery is registered on the Early Years Register to care for a maximum of 61 children at any one time. There are currently 147 on roll, of these 21 receive funding for nursery education. The nursery supports children who have special educational needs and/or difficulties and children who speak English as an additional language. Children attend for the whole day or for a variety of sessions. The nursery is open each weekday from 08:00 to 18:00 for 51 weeks of the year. The nursery employs 27 staff, of these 23 hold appropriate early years qualifications. The setting receive

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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 are welcomed into a friendly and caring environment. Staff have a clear understanding of children's individual needs through working closely with parents and ensure all children are included and valued. Children enjoy a varied range of play opportunities and experiences which help to promote their development, but at times activities do not fully support children's learning. Children's health and safety is generally well supported, although not all required records are sufficiently maintained. There are some systems in place to evaluate the provision which help staff and management to focus on areas for continuous improvement for children.

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further?

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

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further?

 make sure written permission is obtained for each and every medicine from parents before any medication is given (Safeguarding and promoting children's welfare) 17/11/2009

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further?

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

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further?

 review organisation of routines and group activities to ensure they take account of all children's individual needs and promote children's independence  make greater use of open-ended questioning to promote children's language, and develop more opportunities for child-initiated play allowing children to freely explore and use their own ideas during creative play activities  develop partnerships with other early years settings that children attend to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 help promote continuity of care and learning.

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the early years provision

The provision is generally well organised with most documentation maintained to support children's safety and welfare. Policies and procedures are in place which include clear recruitment and vetting procedures to ensure staff are suitable to work with children. Regular risk assessments are carried out for all areas children use and for any offsite visits to ensure children can play and learn safely. Staff follow effective hygiene procedures to help minimise the spread of infection, however, they do not always obtain written parental consent before administering medication to children, which is a legal requirement. Staff have a sound understanding of the signs and symptoms of child abuse and know the procedures to follow to report any concerns about a child's welfare. There is a child protection policy in place which is shared with parents to inform them of staff's responsibilities to safeguard children.

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the early years provision

Staff work together well as a team, regularly sharing information about children's individual needs to ensure these are valued and respected. Separate play rooms and outdoor play environments geared to the different ages means that children can move around safely in their play. Children have access to good quality age appropriate toys and equipment set out so children can make some choices about their play. However, routines are not always organised effectively, for example at snack time pre-school children have to wait for long periods of time and become restless and noisy. Staff help children develop a positive attitude towards people's differences through discussion and providing resources that reflect diversity. Children develop a strong sense of belonging as they see their art work displayed, and have their photos and names by their individual coat pegs.

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the early years provision

The partnership with parents and carers is a particular strength of the nursery. Parents receive good information about the setting through the comprehensive prospectus, quarterly newsletters, parents' notice board and access to the nursery website. The effective settling-in procedures help children's transition from home to nursery, staff follow the younger children's daily routines so they are well supported and feel secure. Positive relationships are established with parents and carers and information supplied by parents about children's interests helps staff to get to know about children and plan future learning opportunities. The nursery organise separate mums and dads mornings on Saturdays so all parents have an opportunity to visit with their children and learn about what they do while at nursery. Children's progress and achievements are regularly shared with parents through daily informal chats and formal evening meetings. Systems to link with

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the early years provision

other early years settings that children attend are not yet fully developed to ensure full continuity of care and learning for children.

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the early years provision

Staff have started to implement systems to evaluate their provision which has helped them identify some areas for development. They actively seek parents' views via questionnaires and ongoing discussion, with any comments valued to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 help improve the provision. Staff have a positive attitude to continual development of their roles by regularly attending training courses to increase their knowledge.

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and outcomes for children

Children are happy and settled and benefit from the warm and friendly interaction they receive from familiar staff within the setting. Staff are knowledgeable about children's individual needs and provide caring and sensitive support which helps children to feel comfortable and secure. They provide extra cuddles and reassurance for newer or less confident children to help them settle and play. The indoor and outdoor learning environments are generally used effectively to promote children's development, offering a varied range of fun activities and experiences which cover all six areas of learning. Staff take an interest in children's play and are close-by to offer support, however, they do not maximise opportunities through open-ended questioning to extend children's thinking and communication skills. Children generally behave well, they receive regular praise and encouragement for effort and achievement, which helps boost their self-

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and outcomes for children

Planning takes account of children's interests and ongoing observations are used by staff to help monitor children's progress. However, planned activities are very adult-led and there is little opportunity for child-initiated learning. For example, when making Christmas decorations children are directed by staff throughout the process which limits opportunities for children to develop their own creativity and freely explore and experiment. Children are able to access books freely and they enjoy sitting quietly to share a book with a friend. However, group story times are not always effectively organised and children lose interest and distract others, which impacts on the enjoyment of others. Children are introduced to numbers, counting and problem solving through planned activities and resources. Younger children enjoy using their senses to explore the different objects and materials as they shake, feel, and make sounds with items from the containers. Children have

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and outcomes for children

opportunities to learn about their community, the wider world and the needs of others through visitors to the nursery and getting involved in bringing in shoe boxes to send to children in other countries for Christmas.

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and outcomes for children

Children are encouraged to develop a healthy lifestyle. They take part in activities to plant, grow and care for vegetables and then later taste them, fostering an understanding of where food comes from. Children enjoy a broad range of healthy foods which are freshly cooked on the premises and cater for all dietary needs. They follow good routines and procedures for their own personal hygiene, such as learning about the importance of cleaning their teeth after lunch time. Daily use of the outdoor play areas means that children get plenty of opportunities for fresh air and exercise. Children are developing a sense of how to keep themselves safe in their play through the gentle reminders from staff, and taking part in regular fire drills helps them learn what to do in an emergency situation. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 2 The extent to which children adopt healthy lifestyles 2 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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