Daisychains Nursery

Daisychains Nursery Inspection report for early years provision

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Unique reference number EY405580 Inspection date 05/05/2010 Inspector Karen Scott

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Setting address Chequers Road, Minster on Sea, SHEERNESS, Kent, ME12 3QU Telephone number 01795877667 Email office@st_georges-sheppey.kent.sch.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 .

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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

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

Daisychains Nursery moved to its current premises in 2010, having been registered since 1970 on another premises. It is a committee run group and operates from one main room within St George's Primary School in Minster. There are separate kitchen and toilet facilities. Children have access to a secure outdoor play area. There are no access issues. It serves families from the local community and surrounding area. It is open each weekday from 9am to 11.45am on Tuesday, Wednesday and Thursday and from 9am to 2.30pm on Monday and Friday, term- time only.

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Description of the setting

The provision is registered on the Early Years Register. A maximum of 20 children may attend the group at any one time. There are currently 38 children aged from two to under five years on roll, some in part-time places. The group currently supports a number of children with special educational needs.

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Description of the setting

There are five members of staff, all of whom are qualified to National Vocational Qualification Level 3. The setting provides funded early education for three and four-year-olds.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Daisychains Nursery provides an inclusive environment where all children are valued. Parents and carers are highly valued and welcomed to be part of their child's time at the nursery. The setting also works very closely with other professionals to ensure that they meet children's individual needs. The provision is committed to continuous improvement and involves parents and children in their plans to improve outcomes. Consequently children benefit from being part of a setting that is continuously evolving and improving outcomes for them. Children make excellent progress in a setting where they feel empowered to make choices and where their individual needs are always given high regard.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 asking parents and carers to acknowledge when medication is given by signing the medication record  making children's learning journeys easily accessible to parents and carers. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

After much hard work from those connected to the group, Daisychains Nursery has recently moved premises which has had a very positive impact on outcomes for children. They play in a bright and welcoming environment that meets their individual and group needs and that has been arranged to enable children to play with a variety of resources and to spread their play to meet their interests. The group is committed to further improvement and plans are in place to grow into a day nursery on the same school site yet still offer sessional care to those who require it. The manager liaises with other settings, taking good ideas back to her staff who are receptive to positive change but also feel empowered to offer their thoughts. Staff participate in much training and cascade what they have learnt to their colleagues, helping to continuously offer up to date care, benefiting children. The group evaluates the care that they offer, thinking about areas for

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the early years provision

improvement. They are helped and supported by early years advisors and take suggestions for improvement positively. The group fill in an online evaluation form but were unable to locate it on the day of the inspection. However, they are very aware of their strengths and weaknesses. Targets for improvement are realistic such as thinking about how to make children's learning journeys accessible to parents but also big such as moving setting. All targets for improvement are based around improving outcomes for children.

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the early years provision

The setting has clear policies, strategies and procedures in place to help ensure the safeguarding and welfare of children. Risk assessments are thorough and robust and include individual children's needs, helping the setting to safeguard children from harm. Adults help children to keep safe and encourage them to care for their environment and to take steps to keep themselves safe. When children need further support all staff are trained to help. Overall, the setting has a very high regard towards keeping children safe and works closely with parents and the school to ensure that this happens. Parents and carers give written permission for medication to be given and although they are informed verbally afterwards they do not always sign to say that they have received this information. Children's differences are promoted positively and, consequently, children respond positively to these too, understanding each other's needs. Parents and carers are invited to

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the early years provision

the group to share their celebrations with the children and cook food with them, for example. The group has a range of toys and resources that reflect the diversity within society but have learnt that children learn more about differences from experiences so introduce them to them. Children's additional needs are supported and children are making excellent progress as the specialist member of staff works closely with parents and other agencies. Before children start at the group their key person finds out their likes and dislikes, amongst other things, which helps them to settle. For example, a child that is upset is taken to areas of play that he particularly enjoys and with the support of caring staff and other children is soon relaxing and happy to participate in nursery life.

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the early years provision

The group liaises closely with the school and children benefit from using the school's facilities and learning about it, aiding transition to school at a later time. The group works alongside other settings that children attend as they understand This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the importance of joined up working to support children and aid their development. They also work very closely with specialists and form strong relationships with a range of early years settings, valuing their ideas and opinions. Parents and carers are valuable members of what the setting calls a family. They are welcomed warmly into the setting and exchange valuable information daily. Their opinions are valued and a book is available for them to add anything of interest to. Parent questionnaires are sent out and actions taken as a result of suggestions. Parents and carers are proud of the group their children attend and

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the early years provision

enjoy organising activities to raise money. They are involved in plans for the new building and their suggestions for the playground are displayed prominently. Parents and carers say that they feel very informed about their child's time at nursery and the progression they are making. Although their children's learning journeys are currently not easily accessible they know that they may ask to look at them whenever they wish and do so. They contribute to them, adding their thoughts and opinions and find them an invaluable resource as to how their child is at nursery. Parents say that their children are making excellent progress at the group and that their social skills are blossoming. Parents and carers feel very valued and part of the group.

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and outcomes for children

Children arrive happily at the group, telling interested adults about what they have been doing at home. Staff know children very well and are, therefore, able to respond to their discussions. Children also go to staff for comfort and support when they require it. Younger children enjoy the company of adults and gravitate to the areas that they are in. Staff are skilled at interacting with the children and extending their learning at activities of their choosing but also know when to stand back and let children lead their play. Children take responsibility for their safety such as carrying scissors correctly to a table and not running indoors. They know the boundaries when playing in the playground and give each other reminders, when appropriate, about staying safe. Children adopt healthy practices. They know when to wash their hands and help themselves to tissues to blow their noses on, disposing of them appropriately and washing their hands afterwards. Children are

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and outcomes for children

supported to stay healthy as staff take time to explain about germs and why it is important to wash your hands before eating, for example. Children make choices about whether to play in or outdoors and there are many opportunities for them to develop their gross motor skills and experience fresh air. They take control of their well-being, coming inside for a drink of water after much physical exercise. Snacks are healthy and children make choices about what they would like to eat as well as pouring their own drinks of water or milk. During snack, children discuss what they are eating, where it comes from and whether they like it or not. They also talk about what they like to eat at home and parents are pleased that the setting encourages their children to try a variety of healthy foods. Children are kind towards one another. They ask questions about their differences and are supportive of each other. Children are encouraged to express their feelings and to

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and outcomes for children

think about how others are feeling because of their actions. A time line helps children to understand the structure of the day and for those who have just started and feeling a bit insecure that their parents will be coming back for them. Excellent This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 procedures are in place to help children communicate such as the use of signing and charts which children use to communicate with. Children benefit from use of the school's sensory room. Children respond positively to the expectations of those around them and take pride in the environment, tidying up willingly. When children arrive they self-register and are able to express their feelings on a board which leads to discussion with staff. Children make friends and respect each other.

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and outcomes for children

Children make choices about what they play with choosing from clearly labelled toys and resources that are easily accessible. However, they are also very willing to participate in adult-led activities, joining in enthusiastically with adult-led tasks such as identifying the different sounds musical instruments make. Adults make written and photographic observations of children and use these to assess children's stages of development and to think about how they can extend their learning further. Older children play and then in small groups review what they have been doing and discuss what they would like to play with next, resulting in them thinking about their learning. Children respond enthusiastically to this, knowing that their suggestions will be listened to and acted on. For example the role play area is changed to meet children's requests and interests at the time. Adults plan the environment around children's interests and to support their

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and outcomes for children

learning. For example, when a child shows interest in magnetic forces they introduce them to the environment. Children also look at their own learning journeys which remind them of things they enjoyed participating in and empowers them to discuss what they would like to do further. They are also able to celebrate their achievements. Toys, resources and activities promote all the developmental areas. Children benefit from seeing the written word and there are many opportunities for them to practise their writing and pre-writing skills through play. Children count as part of the routine and have access to a range of toys that promote mathematical development. Children are competent users of the computer. They learn about insects and there are many opportunities for them to explore different textures such as frozen water. Children roll cars down tubes then explore the environment, trying different shaped toys, discussing why some roll

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and outcomes for children

better than others. Children are inquisitive explorers. Children enjoy role play, acting out their own experiences. Staff are excellent at supporting children's learning at role play, extending their experiences. Children enjoy painting and drawing although the wall displays do not currently reflect their skill and individual artwork. Children enjoy riding tricycles in the playground and visiting the school's climbing equipment. They use tools to create when playing with the dough, for example. Children's social skills are developing extremely well and they are very independent learners. Children are developing skills that will aid them in the future. They learn about society when visitors such as the police come to the setting. They also enjoy outings in the local community and seeing the animals that are adjacent to the school. Children learn about looking after the environment, recycling bottle tops to raise money and planting trees. Overall, children are active, inquisitive

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and outcomes for children

learners. They play in an environment where staff work together to help children progress. Staff know the children they are caring for extremely well, resulting in children making excellent progress and developing skills for the future. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 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 1 The extent to which children develop skills for the future 1

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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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