Rainbow Village Nursery

Rainbow Village Nursery Inspection report for early years provision

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Unique reference number 403371 Inspection date 05/11/2009 Inspector Jan Leo

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Setting address The Old Court House, Church Street, Bloxham, Banbury, Oxfordshire, OX15 4ET Telephone number 01295 722266 Email thecampbells@waitrose.com 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

Rainbow Village Nursery is a privately owned provision which has been registered since 2000. It operates from the first floor of The Old Court House building in Bloxham and there is a small enclosed outdoor play area. The intake of children is from the local rural communities. Access is via an external staircase.

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Description of the setting

The nursery is registered on the Early Years Register to care for a maximum of 22 children between the ages of two to the end of the early years age group. There are currently 24 children on roll. The nursery opens on weekdays for 47 weeks of the year from 7.30am until 4.00pm.

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Description of the setting

The nursery employs three staff to work with the children, all of whom hold childcare qualifications at level 2 and above. The nursery receives support from the local authority.

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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

The provider now focuses all her attention on this setting and has consequently made great strides since the last inspection, bringing all areas up to standard with some aspects of the provision being good. The children benefit from secure key worker bonds and a programme based around their interests to help them feel safe and enjoy attending. Staff provide a varied and stimulating day and are fairly successful at including all children at their own pace. Staff have some effective systems in place to support the service and most paperwork is clear and easy to follow. However, they do not consistently link learning and development records to the areas of learning to ensure the curriculum is covered evenly and children's physical development is sometimes overlooked. In addition, accident records are not confidential, and the self evaluation process is heavily reliant on help from childcare professionals. The staff willingly continue their training to develop their

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The overall effectiveness of the early years provision

own skills further, and they work well to support each other and drive improvements once identified. The parents value the setting highly and staff encourage their input to create an effective partnership of care. Attempts continue, to link with other childcare providers used by the children who attend, as to date, all efforts have been unsuccessful.

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further?

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

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further?

 develop good practice regarding health by providing children with fresh air and exercise on a daily basis, keeping accident records confidential, and providing protective clothing for staff to wear when handling food  improve documentation to ensure self evaluation systems are effective in identifying areas for improvement, and learning and development records This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 contain sufficient detail to monitor coverage of the curriculum

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the early years provision

The focus of leadership and management is now on raising standards and achieving consistency to improve the service for all who attend. Robust procedures are in place to check staff suitability and record the necessary details in line with regulatory requirements. The staff complete effective risk assessments to protect children from harm both on and off site, and they have a very clear understanding of child protection issues and how to safeguard children from harm. Children receive a high level of supervision and regular reminders of how to play safely to develop good habits for the future and avoid injury. Children have an allocated key person to take the lead in their care and development but are free to approach any member of staff of their choosing. Strong bonds exist between adults and children and consequently all children quickly feel very safe and welcome at the setting.

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the early years provision

The staff have a wide variety of resources which are appropriate for the age and interests of the children who attend. They promote independent access by storing equipment in low level boxes with clear labels to help children remember where each item belongs. The staff join in play and deploy themselves well to show children what to do at different work stations and support their learning. However, the staff sometimes focus on one activity and those who join in, leaving quieter children to wander around without the support they need to decide what to do and link with others. The staff are very conscious of children's differences and purposely remain flexible to enable children to follow their own interests. For example, they add movement and dancing to the planning when a child brings in a photograph of herself wearing a new ballet outfit, broadening the opportunity for children to learn what is important to others and try new things. Staff take a

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the early years provision

'softly, softly' approach when persuading children to join in, to avoid outright refusals, but do not always persevere effectively to help children understand what to do and know that failure to succeed is not a problem.

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the early years provision

The parents find staff easy to approach and they welcome informal feedback at the end of each day to remain involved in their children's development. Their children's individual records are readily available on request and parents have access to other information through newsletters, notice boards and by receiving samples of children's work. Plans exist to extend parental involvement by introducing questionnaires to involve them in the settings continuous development. Whilst the staff currently rely on professional help to identify areas for improvement, they are motivated in driving improvements forward in order to raise standards and provide a more effective and consistent service for those who attend. All staff have relevant childcare qualifications and they willingly re-new training to update their knowledge. They work well as a team and have the necessary skills to follow procedures and practice to make sure children know what

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the early years provision

to expect and feel at ease throughout the day. The staff understand the need to liaise with children's other carers in order to enhance what they do elsewhere, and they are planning a personal visit to develop these links having had no response from written communications to date. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The children confidently decide what to do and are happy linking with their peers or working alone to try whatever is on offer. Some gather at popular activities, showing interest in what their friends do and clearly tell others about their 'work' to demonstrate pride in their achievements. For example, some stick shiny strips onto paper to create art work to their own design saying 'look at this one' and 'you have to be careful with this'. They concentrate hard using glue sticks to attach each piece and wriggle their fingers in the air to show everyone how the pieces stick to their hands. Some help remove the strips from their friends hands, one finger at a time, pleased to be of assistance in solving the problem and showing a healthy community spirit. The staff show the children what to do and offer help if necessary. They know not to inhibit children's creative development by insisting that children's work conforms to adult expectations.

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and outcomes for children

The staff observe what children do and have set goals to move children forward. They have a secure understanding of how children learn and plan effectively to achieve the aims. However, the recorded goals are rather general and not personalised for individual children making it difficult to provide appropriate challenges at all times. The support documents do not consistently link to the areas of learning to help staff make sure that children cover all aspects of the curriculum equally and help parents understand the value of the activities. As a result, on some days children have no opportunity to play outdoors or participate in physical activities inside to help develop balance, co-ordination, strength and stamina.

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and outcomes for children

The children generally behave well and show respect for each other, sharing toys fairly and taking turns to speak during conversations. At times however, they purposely walk on toys or throw things onto the floor without any discussion from staff to promote respect for property and help children understand the consequences of their actions. The children know what staff expect and learn basic rules to stay safe. For example they learn to wash their hands before eating and to keep the sand low to prevent it getting into eyes. They have a satisfactory understanding of good practice because they sit to eat at a clean table and some help remove dirt and germs by wiping the surface before and after use. Those adults handling food however, do not wear protective clothing to ensure food stays clean, compromising hygiene to some extent.

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and outcomes for children

The quality of interaction is reasonably sound with staff offering clear explanations and using appropriate language for the age of the children attending. Some staff routinely link learning, taking advantage of almost every opportunity to bring in related topics to make learning relevant. Others focus on the planned aims and miss opportunities to, for example, include number work and colours in conversation and promote acceptable behaviour at all times.

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and outcomes for children

Most children chat incessantly using recognisable words while some babble purposefully using a language of their own. They listen to each other and respond This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 appropriately to instructions from adults. The children freely share information about their home life and events that are important to them to show off their knowledge of the world and local community. They are becoming increasingly independent with some finding aprons without help and most able to use the toilet on their own. The children are beginning to recognise their names and enjoy mark making, with some forming recognisable letters. The children enjoy books and gather enthusiastically to hear what the nursery bear did when visiting with one of the children. The parents photograph picnics and outings with the bear to include in a journal for all to see, helping children understand about different ways of life

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and outcomes for children

and the home culture of their friends. The children concentrate well when working alone, and play fairly during board games with their peers. They enjoy their day and make steady progress. 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 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 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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