Ysgol Gymuned Llannerch-y-medd

Alanbrooke Nursery Inspection report for early years provision

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Unique reference number 400066 Inspection date 12/02/2010 Inspector Linda Cook

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Setting address Alanbrook Nursery, Alanbrooke Barracks, Topcliffe, Thirsk, North Yorkshire, YO7 3EY Telephone number 01845 577151 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 .

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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: 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

Alanbrooke Nursery is committee run, with a manager employed to take responsibility for the daily running of the group. It has been registered since 1995 and is located in a converted accommodation block within Alanbrooke Barracks, which is close to the town of Thirsk. The nursery accommodation consists of four rooms, the toilets, a fully fitted kitchen, milk kitchen, creative play rooms and an office. There are enclosed outdoor play areas. The children are cared for in age appropriate groups. The nursery serves children from the local community, which includes civilian families as well as those serving in the Army.

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Description of the setting

They are registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register for a maximum of 77 children. Opening times are from 9am to 3pm, Monday to Friday, mainly during term time. There are currently 72 children on roll and the nursery provides funded nursery education places for children of an eligible age. There are systems in place to support children with special educational needs and/or disabilities and children for whom English is an additional language. There are 14 members of staff working with the children on a full or part-time basis, all of whom are experienced and hold a relevant childcare qualification or are working towards one. Qualified teacher support, advice and training is provided by the Local Authority. The nursery is a member of 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

Clear safeguarding procedures, detailed risk assessments and vigilant staff ensures children are cared for in a safe environment, where they are free to explore and develop new skills. The nursery benefits from a dedicated team of experienced staff who are committed to improving the outcomes for children through self- evaluation and continuous improvement. Children are happy and settled; they enjoy their time spent at the setting and make good progress towards the early learning goals in relation to their individual starting points. Partnerships with parents are positive and the nursery values their input and involvement in their children's learning and development.

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further?

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

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further?

 ensure younger children have daily opportunities to be outdoors and enjoy the fresh air  increase the opportunities for babies and toddlers to explore texture and form through the provision of natural resources  develop futher partnerships with other providers, who are delivering the Early Years Foundation Stage and that children atttend, to ensure consistency in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 care and learning.

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the early years provision

The nursery has a welcoming atmosphere with enthusiastic, approachable management and staff who work well together as a team, promoting children's welfare and learning. Records, policies and procedures required for the safe and efficient management of the setting are in place, shared and understood by all. These are frequently reviewed and ensure all children are safeguarded, included and their needs met. Robust systems are in place for recruiting and checking the suitability of new staff and an appropriate induction process is in place. All staff receive regular feedback through appraisals, where development and training needs are identified, resulting in a team commitment to professional development.

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the early years provision

Management and staff recognise the value of continuous quality improvement and how it impacts on children's achievements. They evaluate and monitor their practice to identify areas for improvement and are receptive to outside support from local authority development workers. A development plan is in place identifying targets for the ongoing development of the service and improved outcomes for children. Most recommendations made at the last inspection have been successfully addressed. Security systems and procedures are now effective in ensuring children's safety and attendance and medication records contain all the required elements. The recent development of the outdoor play area leading from the pre-school room, provides free-flow opportunities for pre-school children to the outdoors where they have good opportunities to explore natural resources. While there are long term plans to develop the other outdoor areas used by the younger

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the early years provision

children; at present babies do not have daily access to the outdoors and fresh air and there are limited opportunities for them to access natural materials and explore texture and form.

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the early years provision

Partnerships with parents and other agencies are positive. Parents are actively encouraged to contribute their ideas and opinions on the nursery through questionnaires and their views are used to inform plans for improvement. Detailed information is gathered from parents and used to identify starting points in children's learning, to plan for each child's particular needs. Parents are offered support for extending learning in the home and are involved in their children's learning. They are invited to stay for play sessions and encouraged to contribute to their child's learning records, which are shared with them on a regular basis. Support from outside agencies is sourced and accessed when more specialist expertise is needed, for example, speech and language therapy. The nursery has started to establish links with other providers to ensure continuity of care and learning for children who attend more than one setting, however, these are not yet

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the early years provision

fully established. Good relationships with local schools have been established. The children and staff make reciprocal visits to each others provision, the nursery displays photographs of reception teachers and children's assessment records are shared with the schools, aiding smooth transitions for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Staff have a secure understanding of the Early Years Foundation Stage and offer a broad range of learning opportunities through the children's play and real life experiences. Planning is based on continuous provision and incorporates the six areas of learning effectively, which supports children's good progress towards the early learning goals. Regular observations ensure individual children's learning needs and styles are recognised and their next steps planned for to maximise their learning. While the layout of the building poses some organisational problems for staff they work hard to provide a stimulating environment, which is well resourced. Children's work is displayed, promoting pride in their achievements and a sense of belonging. The available space is organised to promote children's choices and the daily routines support this. Children develop their independence, as they choose activities and select resources. Resources are accessible, age appropriate, clean

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and outcomes for children

and well maintained. Staff are skilled at extending children's learning as they join in their play and use sensitive questioning techniques effectively, to extend children's thinking.

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and outcomes for children

Staff create a harmonious, warm and caring setting for every child. They do this by giving them the emotional support they need to feel secure and happy, as well as, building positive relationships by listening to children and respecting what they have to say. Children are settled, motivated to learn and very well behaved. Every child is able to explore, experiment, be physically active and gain new skills because staff plan experiences that are tailored to their needs and interests. There is a fundamental structure to the day, although, children are also encouraged to be independent learners, who actively decide for themselves what to do and how to use resources. Children develop skills for the future as they develop their language and communication skills to a good level, explore how things work and use information technology and interactive toys. Displays around the setting, increases children's number and letter recognition and they have a range of opportunities to

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and outcomes for children

sequence and problem solve through a range of activities and resources. They celebrate aspects of different cultures, for example, as they bake biscuits for Valentines day and enjoy tasting different foods at a Fijian day. They develop an understanding of the world around them as they monitor the weather, seasons and grow plants and flowers. Visitors to the nursery further increase children's learning opportunities and enjoyment, for example, when a company visited with a range of small creatures, which children were able to handle and closely observe. A wealth of photographs displayed in the setting and the individual children's learning journeys, show children enjoying a wide range of activities, that support and develop their creativity. They enjoy painting, playing musical instruments and acting out scenarios in well resourced role play areas.

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and outcomes for children

Children develop a clear understanding of how to keep themselves safe, they regularly practise emergency evacuations and discuss safety with staff when on outings. They become independent in their personal care and are reminded by staff to wash their hands at appropriate times during the day. Good hygiene procedures followed by staff and a clear sick child policy reduces the risk of cross infection and protects children's good health. Snacks are varied and nutritious and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 include fresh fruit. Children are offered a choice of milk or water to drink and can independently access drinking water through out the day. During regular baking activities they discuss with staff, which foods are good for you and, which should be eaten in moderation, this increases their understanding of healthy eating. 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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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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