Field View Day Nursery

Field View Day Nursery Inspection report for early years provision

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Unique reference number EY225342 Inspection date 27/04/2010 Inspector Jackie Phillips

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Setting address Falkland Way, Barton-upon-Humber, South Humberside, DN18 5RL Telephone number 01652 633500 Email manager@day-nursery.biz 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

Field View Day Nursery is a privately owned provision which registered in 2002. It operates from a single storey building in Barton-upon-Humber, North Lincolnshire. The nursery is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. A maximum of 90 children, from birth to under eight years of age, may attend the nursery at any one time, of these, 30 children may be under the age of three years, and, of these, 20 may be under the age of two. An out of school club operates during school holiday periods, although during term time, the holiday club is provided from the nearby St Peters Primary School. Hours of opening at Field View Nursery are between 7.30am until 6pm, all year round, excluding bank holidays and a week at Christmas. All children share access to an enclosed, outdoor play area. Accessible toilet facilities are also provided.

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Description of the setting

There are currently 209 children on roll, of these, 191 children are within the early years age range. The nursery supports children with special educational needs and/or disabilities and children who use English as an additional language. Children live within the local community and the surrounding area and attend for a variety of sessions. The nursery has 25 staff working on a full and part-time basis, all of whom hold a range of recognised early years qualifications. The staff team includes two managers, deputy managers, room supervisors, a cook and two cleaners. The nursery receives support from the Early Years Development and Childcare Partnership. It has achieved stage two in the local authority's quality assurance programme, Steps to Quality. The nursery keeps two fish, which the children treat as pets.

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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

Children make good progress in their learning. Their environment, indoors and outside, is interesting, vibrant, welcoming and conducive to learning. Very effective arrangements exist to ensure children's health and safety. The individual needs of all children are consistently well met and adults recognise the uniqueness of each child. Strong links with parents, carers and partners exist to involve them in children's care and education. Managers communicate high levels of enthusiasm, ambition and drive. They have good ideas and vision to secure and sustain improvement to the provision and outcomes for children.

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further?

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

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further?

 make available a wide range of resources that children may independently access to support their numeracy skills  consider providing children with plates at snack time and how they might be This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 more involved in the organisation of meal times  develop resources for children that raise their awareness of disability.

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the early years provision

Arrangements for safeguarding children are robust. Checks are carried out on all staff and adults who attend the nursery, to make sure that there are no reasons why they should not be employed to work, or be in close contact, with children. The environment in which children are cared for and educated is safe and supportive, for example, supervision levels of children, inside and outdoors, are high and consistently maintained. Rigorous risk assessments are carried out frequently and children are taught to be safety conscious without being fearful. There is a secure entry system to the building, and good arrangements are established to ensure that no unauthorised adult gains access or is able to collect a child unless parental permission is granted. Adults know and understand safeguarding issues, and clear policies, strategies and procedures ensure the safety and welfare of children and meet all required duties.

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the early years provision

Strong partnerships exist and are well established to make a positive contribution towards children's achievements and well-being, for instance, regular communication takes place between parents, key workers, management and interagency workers to meet the specific needs of individual children. The nursery has a highly positive relationship with parents, including extended family members, to ensure that each child's needs are met. The views of parents are sought regarding the operation of the nursery. They are regularly kept informed of events taking place, how they might contribute to children's learning and the progress their children make. Children have good opportunities to frequently share their views about the nursery and be involved in some of the decision making procedures. Staff have a good knowledge of each child's background and needs. They are able to identify where additional support is necessary and share

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the early years provision

information with parents, colleagues and partners to ensure that each child can make progress.

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the early years provision

Self-evaluation involves input from staff and information gained from parents and children. This assists managers with what they need to do to further develop the provision. In addition, managers are able to clearly communicate their vision for further development and bring their exciting ideas to fruition, for example, through interesting developments to the interior of the property and ongoing work to the fantastic outdoor area. Management have high expectations of staff, and processes for sustaining effective performance and professional working practises result in a well-established team, who are competently supported to provide children with high levels of care and education. Systems for planning, assessment, tracking and monitoring the progress children make, are secure, and include consideration given to meeting the individual learning needs of children. There is a good balance of adult-led activities and those which are freely chosen and initiated by children.

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Outcomes for children are good and some are outstanding. Children make good progress as they move towards the early learning goals, in all areas of learning. They also make good progress in developing the personal qualities that enable them to take responsibility for small tasks and develop skills for the future, for example, children can self-register, be involved in sharing information about what they prefer about the nursery, and make decisions about what they would like to play with. The majority of toys, resources and equipment are freely available to children to aid their choice and decision making. Resources that are well organised and stored away from play areas, are able to be provided for children if requested. Children have good relationships with adults and their peers. They play well on their own or within small or large groups and behaviour is very good. This is because children are kept well occupied, and are interested and engaged in a

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and outcomes for children

broad range of activities. The impact of providing children with different areas in which to learn, helps children to focus, explore and exploit their natural curiosity and wonder, for example, the Atelier area where children can explore a wide range of materials and resources within a safe, creative space of reflection.

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and outcomes for children

All children show that they are developing a very good understanding of how to keep themselves safe and healthy. They show a strong sense of security and feel safe within the nursery. This includes babies and young children. An effective key worker system makes a positive contribution to children's health, safety and well- being, for example, the named key worker will provide all aspects of care for designated children throughout the day, as much as possible. This person also makes sure that information is effectively shared with parents and colleagues, as necessary, to ensure the welfare of the child. Children understand and follow very good personal hygiene routines. They make healthy choices at snack time and are provided with an interesting menu that is nourishing and well-balanced. Children are currently not provided with plates at snack time but are involved in making decisions as to when they would like to have their food and drink. The

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and outcomes for children

management of mealtimes reflects the organisation of the routine children will follow at school and provides some opportunity for involvement.

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and outcomes for children

The nursery has expertly embraced the challenge to implement a superb system for children to choose independently if they would like to play outdoors or remain inside. This means that they benefit greatly from the opportunity to take part in a wide variety of experiences that take place in both learning environments. For example, they can relax, enjoy stories and read books in cosy tents, or be active in many innovative situations and engage in a broad range of physical activities. They can use a wide variety of toys and equipment, dig and plant seeds, climb, balance and enjoy a host of natural materials placed at different levels to explore and investigate. The outdoor environment is a particular strength in supporting children's learning, welfare and well-being. The organisation, including the free- flow system between indoors and out and its impact on children's health and safety, is exemplary.

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and outcomes for children

Children are helped to understand about their own culture and that of others This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 through toys, resources and well-planned activities. There are pictures and posters displayed around the setting of positive images, although resources that raise children's understanding and experience of disability are currently limited. Progress in communicating, literacy and skills relating to information and communication technology, is developing well. Children can use books independently, make marks and develop hand writing techniques. They can access a computer, and develop confidence and skills in using a mouse and navigating their way around an educational programme. Their creativity is encouraged and fostered, for example, through access to music, tactile art and craft materials, role play and construction. Although an understanding of early numeracy skills is developed through

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and outcomes for children

involvement in a wide range of activities, on the day of the inspection, resources for children to independently use, investigate and explore as they wish, were limited. 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 1 The extent to which children adopt healthy lifestyles 1 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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