Learning Land Nursery

Learning Land Inspection report for early years provision

p.1

Unique reference number EY276710 Inspection date 08/03/2010 Inspector Valerie Block

p.1

Setting address 65 Derwent Street, Workington, Cumbria, CA14 2DW

p.1

Telephone number 01900 601 222 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

p.1

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

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the setting

Learning Land Private Day Nursery is owned and managed by a private owner. It opened in June 2004 and operates from a converted building in the middle of Workington, Cumbria. All children share access to a secure, enclosed, outdoor play area. The setting is open each weekday from 7.45am to 6pm throughout the year, except for two weeks over the Christmas period and bank holidays.

p.4

Description of the setting

The nursery is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. A maximum of 91 children may attend the nursery at any one time. There are currently 128 children aged from four months to under ten years on roll. The nursery provides funded early education for three and four-year-olds. The nursery has a number of children who speak English as an additional language. Children come from the town and surrounding area.

p.4

Description of the setting

There are 23 staff, including the manager, who hold appropriate early years qualifications.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children enjoy a warm and welcoming environment where their welfare needs are in the main soundly met and they are making satisfactory progress in their learning and development. Staff form good relationships with parents and carers and exchange information to meet children's needs. Links with other providers of the Early Years Foundation Stage are being initiated to establish continuity and coherence for children. The nursery shows commitment to continual improvement, for example, improvements to the building have increased facilities for the children as well as for people with disabilities. Self-evaluation is in the early stages of development.

p.4

further?

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

p.4

further?

 review learning and development methodology, in particular, planning systems, staff's interaction with children to extend their learning and babies' access to outdoor play and walks  review key person arrangements and staff support for children who are settling in as well as room supervisor arrangements in the older baby room.

p.4

the early years provision

Staff have a good knowledge and understanding of the safeguarding procedures. Designated staff, as well as other staff, have attended required training for their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 role to protect children. Clear vetting procedures ensure that staff working with children are suitable to do so. Risk assessments are in place for all areas of the provision, and for activities outside the premises, and are reviewed regularly to ensure that risks to children are minimised. Children's health and safety are promoted through effective procedures. For example, nappy change systems are very effective and staff are able to wash their hands at nearby sinks to prevent cross-infection.

p.4

the early years provision

All required documentation, policies and procedures are in place as required and the nursery has developed additional records to promote outcomes for children. They are well kept, regularly reviewed and readily available for inspection.

p.5

the early years provision

The setting shows commitment to continual improvement by encouraging staff to continue their professional development through training. Staff also have access to childcare periodicals in their staff room to update their professional knowledge. Local authority advice and support to improve the quality of the nursery has been sought, although not always successfully acted upon. The nursery has met recommendations from the last inspection to improve the quality of their service.

p.5

the early years provision

Staff supervise the children, making sure they are safe at all times and can access resources, however, staff interaction to extend children's learning is limited. They have organised the available space and resources appropriately to give children opportunities for a range of safe, independent play both indoors and outdoors. Key staff are in place to support children. However, key persons are allocated to new children when they have settled into their playrooms and have shown an attachment to a member of staff. This leaves new children without sufficient support when settling in. Staff are well qualified in early years work and are deployed, in the main, effectively throughout the setting. However, in the walking babies' playroom staff share the room supervisor role, yet not all staff meet the criteria to do so.

p.5

the early years provision

Parents are valued and are made very welcome. There is regular information exchange with parents by verbal communication, records and through use of noticeboards, newsletters and open evenings. Parents interviewed are very happy with the provision and also show satisfaction in their responses to the nursery's questionnaires. Links to other providers of the Early Years Foundation Stage are not yet fully in place. The nursery has only recently written to providers to request that links be made to exchange relevant information about the children. The need to establish liaison with other agencies to overcome obstacles to children's learning is understood and staff with responsibility for monitoring the development of children with special needs understand their roles and responsibilities.

p.5

the early years provision

Children benefit from the setting's commitment to inclusive policies and procedures. All families are made most welcome. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Children are generally relaxed, enjoy their time at nursery and are making sound progress as they are cared for by qualified, caring staff. Staff understand the children as individuals and ask parents to keep them updated about their children's developments and interests so that these can be used to develop their interests at nursery. The nursery is currently looking at their observation and assessment planning systems to ensure that activities are informed by children's interest and their assessments. Although the play environments are planned mainly to provide interesting choices, children do not move about the areas always in a free way, exploring according to their interest. In addition, the play environment and activities sometimes do not encourage children's learning. For example, young children paint at a table using long, difficult to hold brushes although more age- appropriate brushes are available. Although staff ensure children are safe and are

p.6

and outcomes for children

warm to children, they do not always extend children's learning and thinking. Children are well-behaved as staff remind them of good manners and provide good role models for them. They are encouraged to take responsibility for themselves and are developing skills of independence, for example, when using the bathroom or putting on their coats to go outside.

p.6

and outcomes for children

Children feel safe and develop a sense of belonging as they benefit from good safety procedures and form relationships with staff and other children in the setting. Staff remind children to be careful during play and involve them in practising fire evacuations, helping the children learn about keeping themselves safe. They learn about healthy eating as staff encourage them to take regular drinks of water. Children enjoy playing outside showing good spatial awareness as they skilfully manoeuvre wheeled toys around the outdoor play area. They learn about the sounds of letters as they join in phonics sessions with staff. Children enjoy singing nursery rhymes they have selected from a box with items to remind them of favourite songs and children mimic actions the staff show and enjoy joining in, as well as communicating through words and song. The children begin to learn skills that will help them to be successful in later life, such as numeracy

p.6

and outcomes for children

and literacy. Regular opportunities to count and use numbers within practical experiences and develop ideas about shape and size encourage their mathematical awareness and problem solving skills. Electronic toys as well as a computer for older children are available to help them understand technology. Children learn about diversity as the nursery provide a satisfactory amount of positive images of diversity in activities and toys. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8