Sankofa Nursery

Sankofa Inspection report for early years provision

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Unique reference number 129049 Inspection date 21/07/2010 Inspector Josephine Geoghegan

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Setting address 14 Sharratt Street, Peckham, London, SE15 1NR

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Telephone number 0207 2776243 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 assesses 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

Sankofa Day Nursery has been registered since 1999 and is a privately run day nursery which serves families from the local residential area. It operates from a ground floor, detached premises, which forms part of a housing estate between the Old Kent Road and Rotherhive areas of the London borough of Lewisham. The group room is open-plan and has a secluded area which is used for group stories and songs as well as for those requiring a sleep after lunch. In addition, there is a kitchen, an office and toilet facilities. There is an enclosed outdoor play area, partially covered with a rubber safety surface. The setting is registered on the Early Years Register and on the compulsory part of the Childcare Register to care for a maximum of 20 children under eight years, of these no more than 20 may be in the early years age group and of these, none may be under 2 years. There are currently 14 children on roll in the early years age group. The setting is also

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Description of the setting

registered on the voluntary part of the Childcare Register. Children generally attend on a full time basis although part time places are also offered. Children with special educational needs and those for whom English is an additional language are fully supported. The nursery opens from 8am until 6pm Monday-Friday, all year round. Six staff work directly with the children and staff work on a full and part- time basis. All staff hold an appropriate childcare qualification.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The provision meets the needs of the children in the early years foundation stage well, with some good aspects relating to the outcomes for children and leadership and management. The setting shows a sound capacity to maintain continuous improvement. Staff have taken positive steps to meet the recommendations raised at the last inspection, although some recommendations are not fully implemented. In addition, methods of self-evaluation which reflect the whole service are in their infancy. Systems of assessing children's progress are in place and staff plan activities that reflect all areas of learning, although these assessments are not actively used to inform future planning. Staff successfully implement a range of polices aimed at promoting children's welfare and safety. Children are happy, settled and purposefully engaged in play; they benefit from a relaxed family atmosphere.

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further?

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

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further?

 extend opportunities for children to select resources and work independently  use observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child  develop the use of self-evaluation to identify all strengths and any areas for improvement relating to all areas of the provision. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Good systems are in place to help safeguard children and promote their welfare. Staff have attended relevant training and information is kept easily accessible, enabling staff to take prompt action if they have concerns regarding children's welfare. Methods of ensuring staff are suitable to work with children are secure as vetting checks are completed and staff participate in an ongoing system of appraisal. All required documentation is in place, providing records of attendance of staff children and visitors and any accidents and medication. In addition, risk assessments are conducted regarding the setting and prior to outings, helping to keep children safe. Children who have identified special educational needs and/or disabilities are supported well by staff who are attuned to their methods of communication. staff work closely with parents and other agencies to ensure children's needs are met effectively. Children learn about diversity through

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the early years provision

activities relating to cultures and beliefs, outings in the local community and use of resources that reflect a variety of cultures. They benefit from lots of photos of themselves displayed around the nursery, promoting a positive self-image.

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the early years provision

Staff show a sound commitment to driving improvement; they have taken positive steps to meet the recommendations raised at the last inspection, although not all aspects have been fully implemented. For example, children now have access to a wider variety of resources, although opportunities for self-chosen activities and autonomous learning are less well established. Staff hold regular meetings together and with parents to discuss and evaluate the provision. Methods of recording self-evaluation relating to all areas of the provision are less well established. Staff work cooperatively together, ensuring children are well supervised and supported at all times. The two playrooms are generally well organised with resources set out to reflect areas of learning, although opportunities for children to select resources are less well established. Good use is made of time, enabling children to participate in a balance of free-play and group

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the early years provision

activities. Strong partnerships have been established with the local authority, outside agencies and local schools, providing secure links and methods of partnership working that promote children's individual learning and welfare. Parents are kept well informed about events though regular news letters and participate in social events for children, parents and staff. The key persons system is well established and staff make time to give regular feedback regarding children's learning and welfare. They are offered annual written reports and all documents are shared with parents effectively.

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and outcomes for children

Children benefit from a bright and welcoming learning environment where their creative work is displayed along with photos of them participating in a variety of activities and outings, promoting their sense of belonging. In addition, a range of educational posters and written labels support children's understanding that print This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 carries meaning. Children have opportunities to engage in a range of activities that reflect all areas of learning, although child-led active learning is not entirely fostered. For example, although some resources are stored at low level, children generally choose from activities set out by staff. Children enjoy group activities and benefit from direct access to the outside play area, enabling them to choose between indoor and outside play. Staff are attentive and support children's learning well, asking questions that make children think and use of learning

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and outcomes for children

opportunities effectively during adult-led activities. For example, while making cakes staff discuss the ingredients and methods of baking, along with encouraging children to count how many cakes they need to make for all children and staff who are present.

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and outcomes for children

A broad range of polices and procedures are in place that promote safety and children benefit from clear expectations of their behaviour, helping them to stay safe. Children are well behaved and respond well to daily routines. Staff use clear and fair strategies aimed at helping children to share, take turns and learn good codes of conduct. Children are offered a balanced diet of meals that are freshly prepared on the premises. They enjoy a variety of fresh fruit at snack time and are offered regular drinks, promoting healthy eating habits. Children's individual dietary needs are known and respected and they make healthy choices at meal times regarding the food and drink they would like, for example, choosing from the breakfast menu that shows pictures and words. Children are supported well in developing their self care skills. The setting is clean and well maintained and staff show regard to promoting good standards of hygiene practice, such as using

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and outcomes for children

disposable gloves and aprons during nappy changing routines and while serving food.

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and outcomes for children

Staff make regular observations of children's progress which show links to the six areas of learning and an annual written report is shared with parents. However, the observations are not clearly evaluated on a regular basis to form an assessment of children's individual progress which identifies their next learning steps. As a result, children's individual learning needs are not actively used to inform future planning as currently methods of planning stem from theme plans which outline activities and learning intentions reflecting all areas of learning. Staff also record observations of focus activities and activity sessions on a one to one basis with children who have identified special educational needs and/or disabilities; these observations are a clear record of children's achievements, however, too few identify children's next steps. Although staff know the children well, a cohesive approach to using the methods of assessment to identify and plan

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and outcomes for children

learning experiences for each child is not fully established.

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and outcomes for children

Children show good relationships with each other and staff. They feely engage in conversations and enjoy relaxed meal times as they sit in small groups with staff, with table cloths and their individual place mats, setting the scene for socialisation. Children listen well to stories read by staff and actively participate in group song times, confidently singing songs from memory. They are supported well in linking letters with letter sounds during adult-led activities. Children are developing their writing skills as they draw representational drawings and show emergent writing of the letters of their names. Children develop their counting skills during everyday activities and while singing songs. They have opportunities to develop their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 problem solving skills while using a range of puzzles and construction materials.

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and outcomes for children

Children have good opportunities to learn about nature and living things as they grow vegetables and participate in outings to local parks. They develop their awareness of their environment and people in their community through outings and events, such as visits from the fire brigade and activities that reflect a variety of cultures. Children are able to develop their awareness of technology while using the computer. They develop their free creative expression while using paint, collage and drawing materials. They are able to explore a variety of textures while using malleable materials and develop their sense while participating in regular cooking activities. Children show confidence while using large climbing apparatus. They show skilful use of hand held tools, for example, while using bats and balls and a range of utensils in the sand and with play dough. Children show good spatial awareness as they run around and use wheeled toys in the outside play

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and outcomes for children

area. They have good opportunities to develop healthy lifestyles as they gain regular exercise and fresh air; they discuss elements relating to their health with staff, such as eating vegetables and using sun cream. Children are supported in developing their skills for the future through a good range of activities and outings, although opportunities to develop their independent learning skills are less well established. Children participate in emergency evacuation drills and respond well to staff direction during everyday routines. They seek comfort when upset, helping them to feel safe. Children show a positive contribution to their environment through their good behaviour and acceptance of their differing needs. 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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Early Years Foundation Stage

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 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 3

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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 2 The extent to which children develop skills for the future 3

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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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