St Aidans Day Nursery

St Aidans Day Nursery Inspection report for early years provision

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Unique reference number EY398353 Inspection date 11/02/2010 Inspector June Rice

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Setting address 10 Adlard Road, Wheatley Hills, Doncaster, DN2 5NH

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Telephone number 01302340412 Email manager@staidansdaynursery.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 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

St Aidans Day Nursery opened in 2009. It operates from a converted building, situated in Wheatley Hills, near Doncaster. The premises are accessible to people with limited mobility. Children have access to a secure outside play area. There are eight permanent staff members, five of whom hold relevant childcare qualifications.

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Description of the setting

The nursery is open each weekday from 8am to 6pm, all year round, except bank holidays. The nursery is registered to care for a maximum of 85 children under eight years. They also offer care to children aged over eight years to 11 years. This provision is registered on the Childcare Register. Children occupying these places share the same facilities as the children in the early years age range. There are currently 66 children under five years on role. The setting receives funding for 14 children and supports children who speak English as an additional language.

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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

The provision demonstrates a very positive attitude towards continued improvement. Staff are very committed and continue to work towards higher qualifications in childcare, as well as attending training in first aid, Early Years Foundation Stage, sign language and parent partnerships. The provider has successfully evaluated the provision, providing parents with questionnaires and holding discussions with staff, to help identify areas for further improvement. These include improving the sharing of information for parents about children’s progress, improving the outdoor play area and encouraging children to help plan activities. Observation, assessment and planning systems are in place, these identify what level children are at and are used effectively to plan their next steps. The provision has very quickly established professional working relationships with parents and continue to promote effective working partnerships with other early

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further?

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

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further?

 plan more opportunities for babies to enjoy the outside environment, consider how children may access the outside area more independently and re-evaluate the purpose of circle time  continue to promote parent's involvement in their children's learning  provide opportunities for children who speak English as an additional language to use their home language where appropriate, so that their developing use of English and other languages support each other. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The provider demonstrates a very good understanding of the need to work in partnership with parents and others to safeguard children. Staff demonstrate a clear understanding of child protection issues and are fully conversant with the local safeguarding procedures. Security is paramount to the provider and robust systems are in place, to ensure visitors are unable to gain unauthorised entry into the building. Written procedures are in place in the event of lost, uncollected children and safeguarding. These are on open display to users of the provision, along with other policies and procedures, to ensure they have a clear understanding of how the provision works. All required documentation is in place, including robust risk assessments that identify possible hazards and the action taken to reduce the risk. The provider has recently carried out a full and accurate self-evaluation, through reflective practice and feedback from parents. However,

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the early years provision

this is yet to be shared fully with staff. The provider is very quickly put systems in place, to help develop working partnerships with parents, who have been quick to respond with extremely positive feedback about the care and education their children are receiving. The provider continues to nurture the links with other early year’s providers and promotes working partnerships, to ensure children continue to make good progress.

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the early years provision

For example, they recently introduced themselves to the local schools, as part of the transition process from nursery to school. Staff support local initiatives that promote early year’s providers, working together by attending meetings at the local children’s centre. The system for observations and assessments identify children’s progress and these are used effectively, as staff plan activities linked to children’s next steps. Babies have a daily diary that is shared with parents. However, although children’s progress files are available for parents, many are unaware of this and have not yet taken up this opportunity. Inclusive practice is promoted sufficiently by the provision, which promotes equality for all, through resources and activities that introduce children to diversity. For example, posters and books. Children learn about festivals and customs from around the world. For example, they were introduced to the Chinese New Year festival and helped to

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the early years provision

make a very colourful Chinese dragon, that is prominently displayed.

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and outcomes for children

Children are helped to stay safe through the provisions successful implementation of policies, procedures and risk assessments, which identify actions taken to manage or eliminate risks indoors and outside. For example, access to the setting is carefully monitored, visitors sign in and out, and never left unattended. Children behave in ways that are safe for themselves and others, as well as learning to develop an understanding of dangers and how to stay safe through their daily routine. For example, children are encouraged to sit while eating, use chairs properly and are supervised while using garden tools. Children are consistent in their approach to good hygiene practices. For example, they wash hands before This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 meals, after using the toilet and after craft activities. Staff take appropriate steps to prevent the spread of infection. For example, they are vigilant in ensuring the

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and outcomes for children

care areas remain clean, they wash their hands and wear aprons while preparing snacks.

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and outcomes for children

Children freely and safely access resources, toys and activities in an environment that is extremely well organised, to actively promote independence and choice. Children and babies benefit from planned outside play opportunities. However, they are unable to move freely between the indoor and outdoor environments. Children are encouraged to be physically active during outside play, where they ride bikes and scooters, avoid obstacles, walk and balance on beams and run around energetically. Their understanding of differences is promoted through the use of resources, toys and activities. However, there are limited opportunities for children who speak English as an additional language to use their home language where appropriate, so that their developing use of English and other languages support each other. Children are active learners, they are helped to make a positive contribution, join in, make choices and decisions. They are getting used to

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and outcomes for children

the routine of circle time before going outside, before lunch and during registration. However, the purpose of circle time is unclear and sometimes impacts on children's free exploration and expression. Children independently choose to join staff at the number table, where they enjoy matching numbers. They freely select activities of choice and quickly become engrossed in imaginative play. For example, they select a fire station, vehicles and small world people. They show emerging problem solving skills, as they remove parts of the vehicle, to enable all the characters to fit in. They count three fire fighters and then count up to six fingers, smiling proudly. When asked what else they like to do, they reply ‘painting my mummy.'

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and outcomes for children

Children collect cars in both hands, line them up carefully and proudly show them off. They use them on floor mats, in small world buildings and run them along counter tops. They line them up in straight lines, often turning round to explain what they are doing. Children take interest in technology, look for familiar letters of their name on a keyboard, press the key and show amazement as they create numerous lines of a familiar letter. Children are encouraged to dress in appropriate clothing before going outside, they fasten their coats and shoes with occasional help from staff. Once outside, children are encouraged to explore the effect of the extreme weather conditions on the ground and water. They examine a bucket of ice and describe it as 'cold and slippy'. They hold it carefully, as staff reminds them it is sharp like glass. They explore the ground and explain, ‘I’m going to find a worm.’ Staff encourage children to think, as they ask them what is different about

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and outcomes for children

the ground. They talk about the cold making it hard and remind them to be careful with the tools, because the ground is harder to dig now and the tool may slip. Children talk about growing vegetables and explain they are digging so they can grow their food and eat it. They turn stones over looking for insects and show lots of interest in a worm. Some are cautious, while others place it on their hands saying ‘its tickly’, then gently place it back in the soil. They show lots of interest in the outside environment, they run in and out of different structures and talk about igloos. They hear an aeroplane and search for it in the sky, as well as stop to listen intently to the sound of chickens close by. Babies benefit from a safe and interesting environment, with age appropriate resources, that help them develop This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their curiosity, coordination and physical abilities. They are learning to relate to

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and outcomes for children

others, because staff interact very well with them. For example, staff watch, listen and acknowledge babies attempts at communication and greet them warmly as they wake. Babies are encouraged to use their senses and develop control of their bodies. They are encouraged to reach and stretch out for toys, roll onto their stomach and receive support to feel safe as they sit and play. They explore malleable materials, enjoy painting with hands and feet. They feel different textures, as they are introduced to heuristic play. 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 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 3 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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