Bunny Run Childcare Ltd

INSPECTION DETAILS

Inspection Date 09/03/2005 Inspector Name Fran Fielder

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Bunny Run Childcare Ltd Setting Address Sham Lane Eridge Green East Sussex TN3 9JA

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REGISTERED PROVIDER DETAILS

Name The partnership of Bunny Run Childcare Centre

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ORGANISATION DETAILS

Name Bunny Run Childcare Centre Address The Drive Hellingly Hailsham East Sussex BN27 4EP

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ORGANISATION DETAILS

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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ABOUT THE INSPECTION

The purpose of this inspection is to assure government, parents and the public that the nursery education for funded three and four year old children is of an acceptable quality. Inspection of nursery education also identifies strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the early learning goals (elgs) by the end of the Foundation Stage. This inspection report must be made available to all parents. If the setting has been inspected previously, an action plan will have been drawn up to tackle issues identified. This inspection, therefore, must also assess what progress has been made in the implementation of this plan.

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Information about the setting

Bunny Run Childcare Ltd is one of three nurseries run by Bunny Run Childcare Centre. It was registered in January 2002. It operates from four main rooms in a converted barn situated on a Business Park on the outskirts of Eridge, near Tunbridge Wells. There is a secure outdoor play area. It serves families from a wide catchment area. The nursery is open each weekday from 07.00 until 19.00 all the year round excluding Christmas and Bank Holidays. Children attend for a variety of sessions. There are currently 75 children, from 4 months to 4 years, on roll. This includes 12 children who receive nursery education funding. The nursery makes provision for children with special needs and for those who speak English as an additional language. There are sixteen members of staff, including bank staff, who work with the children. Twelve members of staff hold a recognised early years qualification and two are on training programmes.

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Information about the setting

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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How effective is the nursery education?

Bunny Run Childcare Limited provides acceptable nursery education but there are some significant areas for improvement. There are significant weaknesses in most areas of learning with children making generally good progress towards the early learning goals in personal, social and emotional development and in physical development. The quality of teaching has significant weaknesses. Staff are warm and caring. They build good relationships with the children who are clearly fond of their carers. Staff create a pleasant environment where children's work is neatly displayed and labelled. This shows children's work is valued and builds their self-esteem. Staff use appropriate behaviour management strategies and children respond well at times. However, time is not well organised which sometimes leads to disruptive behaviour. Planning is developing well but staff lack understanding of how to implement a well

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How effective is the nursery education?

balanced and stimulating curriculum. Children lack support to develop their imagination and some craft activities are often too adult led and rely on pre-cut shapes. Opportunities to enjoy reading and write for a purpose are sometimes limited. Staff make good use of the outdoor play area. As well as allowing children access to large play equipment staff also use the local environment to help children learn about nature. Leadership and management are generally good. Staff understand their role and responsibility. They work well as a team and show commitment to improving their knowledge and understanding of the foundation stage. Regular appraisals identify training needs but access to relevant training has proved difficult. The manager offers support with planning and helps to evaluate the provision for nursery education. The partnership with parents and carers is very good. Parents receive good information about the foundation stage. There are good systems for regular formal

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How effective is the nursery education?

feedback. Staff and parents work together to identify children's achievements.

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What is being done well?

• The partnership with parents and carers has a positive impact on children's learning. A comment book is available and staff use the feedback to make improvements to the provision. Parents are positive about the improvements in their children's learning since the current staff have been working with the funded children. Every three months staff outline the next steps for the children. Parents have access to this document which relates to the foundation stage and is easy to understand. • The outdoor area is used well. Staff ensure children have access to outdoor play daily, weather permitting. This helps children understand the importance

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What is being done well?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998 exercise in keeping healthy. The children also have the opportunity to walk around the provision to look at animals and plants. They collect items for the interest table and spend time talking about them.

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What needs to be improved?

• the programme for developing children's imagination and creativity • the opportunities for children to enjoy reading and practise writing • the use of time and resources to ensure children have a free choice and are given time to pursue self-chosen activities • staff's knowledge and understanding of the foundation stage of learning to enable them to provide a broad, stimulating and challenging curriculum

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What has improved since the last inspection?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Generally Good Children arrive happily and settle well to the routine of the day which they know well. They are confident and show care and concern for others. There are good relationships between children and staff. Children show some independence when choosing activities but these are limited. Concentration skills are sometimes poor due to the organisation of the day. Staff use praise and encouragement to help children understand the need for good behaviour.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Significant Weaknesses Children speak confidently about themselves and their families especially during circle time. Children enjoy stories and rhymes and most listen fairly well. Children do not readily choose to look at books, as the book corner is uninviting with several torn books. Children have insufficient opportunities to develop their early writing skills. Although children enjoy their role-play they have limited time to develop a story line.

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MATHEMATICAL DEVELOPMENT

Judgement: Significant Weaknesses Children have some understanding of number and are encouraged to count in group time. Consequently most children can count reliably by rote. Children do not have regular opportunities to develop an understanding of simple calculation such as 'one more' or 'one less'. Little mathematical language is used during free play activities. Sometimes there is insufficient challenge and children do not readily choose number activities. Children recognise and name some basic shapes.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Significant Weaknesses Staff use the outdoor area to encourage children explore nature and the local environment. Children know the names of some woodland animals and spend time looking at leaves and bark. Limited access to resources means children have few opportunities to explore, to design and build or to practise cutting and joining skills. Children have regular access to a computer and staff give good support. Children learn about other cultures, such as Divali, through planned activities.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children have access to large equipment where they can practise climbing, balancing and jumping. Some children move confidently in a variety of ways around the obstacle course. Children learn about the importance of healthy eating through planned activities and the daily routine. They understand why they need to wear coats in cold weather. There are insufficient opportunities for children to access and use materials and small tools to develop their fine motor skills.

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PHYSICAL DEVELOPMENT

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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CREATIVE DEVELOPMENT

Judgement: Significant Weaknesses Children know many colours and have the opportunity to mix colours to make new ones. Children enjoy choosing their favourite songs and all join in the chorus. There are regular opportunities for children to play with musical instruments. Staff use pre-cut shapes and many craft activities are too adult led. Role-play does not engage children or build their imagination. Resources are not easily accessible for children to become full engrossed or to extend their ideas or thoughts.

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Children's spiritual, moral, social, and cultural development is fostered

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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OUTCOME OF THE INSPECTION

The provision is acceptable but has some significant areas for improvement. Children's progress towards the early learning goals is limited by some significant weaknesses. The next inspection will take place in one to two years time.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

• give children the opportunity to use their imagination and develop their creative ability by limiting the use of pre-cut shapes and increasing the access to a wider range of materials • expand the programme for communication, language and literacy by providing regular opportunities for children to write and use books • make better use of time and resources to allow children a free choice of equipment and give them time to pursue self-chosen activities to maximise their learning • improve staff's knowledge and understanding of the foundation stage so they can plan and implement a broad, stimulating and challenging curriculum

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

The provider must draw up an action plan within 40 working days of receipt of this report showing how the key issues detailed above will be addressed. The action plan must be made available to all parents and to the Local Authority if required. An evaluation of the action taken will form part of the next inspection of funded nursery education.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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