Jigsaw Nursery School Hatch End

Jigsaw Nursery School Hatch End

Inspection report for early years provision

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Jigsaw Nursery School Hatch End

Unique Reference Number EY292840 Inspection date 07 November 2005 Inspector Jennifer Devine / Keriann Belcher

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Jigsaw Nursery School Hatch End

Setting Address Scout Association, Scout Hut, Grimsdyke Road, Pinner, Middlesex, HA5 4PH Telephone number 0208 4211022

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E-mail

Registered person Sunbeams Childcare Limited Type of inspection Integrated Type of care Full day care

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E-mail

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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WHAT SORT OF SETTING IS IT?

Jigsaw Nursery School, Hatch End is run by Sunbeams Childcare Limited. It opened in 2004 and operates from two rooms of a scout headquarters in Hatch End in the London Borough of Harrow. A maximum of 40 children may attend the nursery at any one time. The nursery is open each weekday from 09:30 to 12:30 two days a week and 09:30 to 15:00 three days a week. All children share access to a secure outdoor play

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WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 area. There are currently 71 children from 1 to under 5 years on roll. Of these 20 children receive funding for nursery education. The nursery currently supports a number of children with special educational needs and also supports a number of children who speak English as an additional language. The nursery employs 15 staff, of these 14 including the manager hold appropriate early years qualifications.

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Helping children to be healthy

The provision is good. Children's good health is promoted as staff implement effective hygiene procedures to minimise the risk of infection within the nursery. All staff have first aid certificates and have a sound knowledge of accident recording and administration of medication, which ensures children's wellbeing. Children recognise the need to follow good personal hygiene routines, for example they know to wash their hands after using the toilet or before snack time. Children learn about the importance of healthy eating and are offered a choice of fruits each day. They help them selves to drinking water when required and make their own decisions about when to have their snack as they freely access the café. Children's individual dietary needs are well known by staff. Children recognise the benefits of vigorous exercise and enjoy daily opportunities to participate in activities developing their coordination and skills, for example obstacle

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Helping children to be healthy

courses and soft play sessions. They have many worthwhile opportunities to develop fine motor skills such as using pencils, scissors or tongs for picking up and releasing small items.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children move freely and safely around the environment, both inside and out, because staff pay high attention to ensuring risks and hazards are minimised. Children show a good understanding of safety issues, for example when learning about the importance of road safety and wearing a helmet when cycling. Good security devises and procedures are in place to protect the children's wellbeing such as close circuit television to monitor the entrance of the nursery. Children move confidently around the nursery, making their own choices about their play. Space is well organised and used effectively to allow children opportunities to be active, engage in floor or table activities and to enjoy time to relax and share

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 books in a comfortable environment with cushions. Children's safety is well protected because all staff have a thorough knowledge of child abuse and the reporting procedures to follow for child protection.

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Helping children achieve well and enjoy what they do

The provision is good. Children enjoy their time at nursery. They arrive happy and confident and quickly settle into the routine making their own choices about their play. Staff know children well and have built up good secure relationships with them and their families. Children play well independently, choosing from a wide range of resources. Staff are close by to offer support and encourage learning further. Younger children are very well supported in their play and development. Staff working with children under three years have a sound knowledge and understanding of child development and make exceptional use of the Birth to Three Matters framework to guide their planning and observations of children's progress. They provide an exciting and stimulating environment in which children initiate much of their learning, helping them to develop high levels of independence. Nursery Education The quality of teaching and learning is good. Children benefit from a well planned

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Helping children achieve well and enjoy what they do

curriculum because staff have a sound understanding of the Foundation Stage and early learning goals. Staff observe individual children's learning needs and plan a well balanced range of focused activities, in conjunction with allowing children independence in self chosen play. Staff are highly skilled at adapting their questioning techniques according to the age and ability of the child and spend quality time working directly with the children to extend and develop learning. Staff have developed good systems for monitoring that a broad and balanced curriculum is offered but do not have robust systems in place for evaluating the activities presented. Children have developed good relationships with each other and familiar adults. They show kindness and consideration to each other as they play together, sharing and taking turns. Children have very good opportunities to develop their self help skills and independence.

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Helping children achieve well and enjoy what they do

Children are becoming confident speakers and are developing their vocabulary. They listen attentively to stories and small group discussions. Children enjoy using books independently and understand about turning pages one at a time. Children have very good opportunities for developing their mark making skills being able to access a wide range of exciting resources. Children have very good opportunities to begin to understand simple mathematical problems as they are provided with many practical activities, for example weighing sugar cubes or pasta.

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Children are involved in exploratory play and have opportunities to find out about the natural world such as looking for bugs using magnifiers. They learn about past and present events in their lives and explore their own and other peoples cultures. Children are very confident in using the computer, being able to follow a simple programme. Children have very good opportunities to develop their creativity and imagination through a well planned environment that encourages children's independence to choose different medias. Children thoroughly enjoy and spend long periods of time creating their own work using materials such as various papers, card, scissors, sellotape or glues.

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Helping children make a positive contribution

The provision is good. Children are valued and respected as individuals and are given appropriate praise and encouragement to enhance their self esteem and confidence. Children know what is expected of them and confidently talk or remind each other about group rules. Children work together co-operatively, for example by negotiating turns and helping each other when using the computer. Children learn about themselves and the wider world through planned activities and discussions, for example talking and acknowledging the Muslim festival of Eid. This positive approach fosters children's social, moral, spiritual and cultural development. Children benefit from good relationships with parents, which contributes to their well being. Secure links are in place between home and nursery and parents are encouraged to share what they know about their child when they begin the group. Effective links are maintained in the younger age group by using individual daily

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Helping children make a positive contribution

diaries which are taken home. The partnership with parents who receive nursery education is good. Parents receive good quality information about the nursery and the planned curriculum. Reports on children's individual progress and achievements are shared each term and identify targets for learning. This enables parents to be involved in their child's learning at home. Some parents are able to offer support and participate in nursery activities such as cooking with the children for Eid.

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Organisation

The organisation is good. The leadership and management is good. Children's care and learning is enhanced by the effective deployment of staff and good leadership and management of nursery education. Staff are knowledgeable about the Foundation Stage and Birth to Three Matters framework and this impacts on the achievements the children make. Detailed policies and procedures are implemented effectively to successfully promote children's care and well being.

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Organisation

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 However, the complaints procedures need updating to meet new regulations. Staff work very well as a team and have clear roles and responsibilities. Regular staff meetings are held to monitor the curriculum and the impact on children's individual progress. The manager is committed to professional development and actively encourages staff to attend further training. Staff show enthusiasm to bring back new ideas from training courses and develop these for the children's benefit, for example one member of staff attended a literacy course and has put her learning into practise. The setting meets the needs of the range of children for whom they provide.

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Improvements since the last inspection

At the last care inspection there was one recommendation to ensure children's artwork is displayed. This has been successfully achieved and provides a welcoming environment to children.

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Complaints since the last inspection

There have been no complaints made to Ofsted since the last inspection. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • update the complaints procedure in line with new regulations

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s):

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 • improve the systems to monitor and evaluate daily activities.

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The quality and standards of the nursery education

procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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