Gingerbread House Ltd

Gingerbread House Inspection report for early years provision

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Unique reference number EY404995 Inspection date 07/07/2010 Inspector Shazaad Arshad

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Setting address Gingerbread House, 100 New Street, Southowram, HALIFAX, West Yorkshire, HX3 9SN Telephone number 01422 385 438 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 .

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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

Gingerbread House was registered in 2010. It operates from a detached building in the Southowram area of Halifax. Children are accommodated within three rooms depending on age. All children share access to a secure enclosed outdoor play area. Access to the upper floor is via a staircase. The nursery is open each weekday from 7.30am to 6pm, all year round, with the exception of Christmas week and bank holidays.

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Description of the setting

The nursery is registered on the Early Years Register. A maximum of 34 children may attend the nursery at any one time, all of whom may be in the early years age range. There are currently 21 children on roll, 12 of whom are aged from birth to under five years. The nursery provides funded early education for three and four- year-olds and currently supports children with special educational needs and/or disabilities.

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Description of the setting

There are three members of staff, all of whom hold appropriate early years qualifications to at least a National Vocational Qualification at level 3 or above. One member of staff has a foundation degree in Early Years.

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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 staff are very committed to their work. They know the children very well and they plan activities to meet their individual needs and interests. The key-person system is effective and ensures that each child receives an inclusive service where they are respected and valued and their well-being is paramount. As a result, children are making sound progress in the warm, caring and well resourced environment. Most aspects of partnership working are developing sufficiently which ensures consistency in the care provided. The self-evaluation process is in its infancy and at the present time does not sufficiently fully identify all the areas for further development.

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further?

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

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further?

 develop links with other settings that children may attend to ensure that each child receives a challenging and enjoyable programme of learning and development  develop systems to monitor and evaluate the successful delivery of the Early Years Foundation Stage  ensure development records clearly show the link between starting points and how these are successfully tracked through to to the nexts steps of children's development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are sufficiently safeguarded and protected from harm through the nursery's recently established procedures and practices. Staff have sound knowledge and understanding of safeguarding procedures and their responsibilities should they have any concerns about a child in their care. This is also fully shared with parents through the policies and procedures file. Detailed risk assessments of the premises and outings ensure that safety is continually monitored and reviewed. The hygiene policies are followed by staff to minimise the risk of cross-infection.

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the early years provision

The nursery is adequately led and managed by a committed family team. They are developing links with the local authority early years team to develop nursery practice. For example, the nursery have started the early stages of Steps into Quality. As a result, staff are increasing their skills and enhancing their work with the children. Plans for the future are well targeted to bring about further improvement to the nursery and outcomes for children, such as, an application for grant monies for further development of the outdoor area. However, overall the process of self-evaluation is not sufficiently robust as the process has only very recently started.

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the early years provision

Parents are kept informed about their child's developmental progress and achievements through ongoing daily discussions, policies, newsletters and learning journals. Children's health and care is sensitively supported to ensure their emotional and developmental well-being through the developing partnership working with parents and other medical professionals. Systems for seeking parents' views of the care and activities offered to their children, through questionnaires and working in partnership with carers at other settings which children attend, are in the early stages of development. Parents speak positively about the quality of care and activities offered to their children.

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and outcomes for children

Children enjoy and achieve during their time at the nursery. They benefit from the enthusiasm of the staff and the quality of their interactions. A rich and varied environment supports children's learning and development through a good range of toys and equipment, planned experiences and activities which effectively meet children's ages and stages of development. For example, children explore cardboard boxes to make junk model figures such as binoculars. They engage in planned activities to develop their mathematical skills, such as, counting out utensils for lunch and counting the steps as they go up and down the stairs from pre-school. They confidently and competently count from one to 20. The children have lots of opportunities to explore and investigate through sensory play, such as, exploring water, sand and foam. The foam activity is very enjoyable as children use the shaving foam to create shapes and identify letters in their names. Children

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and outcomes for children

demonstrate sufficient levels of involvement in all areas of learning and successfully develop skills that contribute to their future economic well-being. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, pre-school children can competently use a mouse, follow a simple computer program and use the keyboard successfully to identify the letters of their name.

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and outcomes for children

All children benefit from access to the outdoor environment and enjoy fresh air on a daily basis. They play in sand or water, ride wheeled toys and take walks to the school to meet with the children who attend after school. Each room is decorated with some of the children's artwork and their creativity is valued and nurtured. Children talk confidently, ask questions about the play and express their emotions. For example, children pretend that they are racing their cars and express lots of loud engine noise sounds as they imaginatively pretend their small floor car goes fast. They are well supported by staff, who discuss the play and patiently answer questions.

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and outcomes for children

Staff ensure that differences are valued and children learn about the wider world and their own and other's differences. For example, they have access to some positive images of other cultures and beliefs through the resources within the nursery. Children enjoy their food, often asking for second helpings, and eat an appetising variety of healthy snacks which include a wide range of fresh fruits and vegetables. They eagerly eat from platters of fresh fruit for the afternoon snack. Children develop their understanding of sound self-help skills and personal hygiene through identifying their drink cups and regular hand washing.

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and outcomes for children

Observation and assessment records demonstrate that children are making sound progress in all areas of their development, and that the next steps in their learning are considered. They set appropriate challenges for children to further develop their learning. However, there is some inconsistency in the planning and recording systems and in some cases this leads to an imbalance between the emphasis in the different areas of learning and following up on the children's next steps.

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and outcomes for children

The children are well-behaved and their views and choices respected by staff who support them. This provides them with the opportunity to gain effective skills for the future as independent active learners. Children are kept safe as staff are vigilant in monitoring them and teach them how to start to take responsibility for their own safety. Children are taught to walk down the stairs in a safe way. They learn about road safety and how to keep safe by tiding up after 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 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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