Play Box Nursery

INSPECTION DETAILS

Inspection Date 02/03/2005 Inspector Name Jayne Lesley Taylor

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SETTING DETAILS

Day Care Type Full Day Care, Out of School Day Care Setting Name Play Box Nursery Setting Address Third Avenue Pensnett Trading Estate Kingswinford West Midlands DY6 7PP

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REGISTERED PROVIDER 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

Playbox Nursery opened in 1998. It operates from 5 rooms in a single storey building on an industrial estate in Kingswinford. A maximum of 55 children may attend the nursery at any one time. There are currently 49 children on role from birth to 5 years, of these 11 children receive funding for nursery education. The nursery supports children with special educational needs and children who speak English as a second language. The nursery is open each weekday from 07:00 to 18:00 all year round. The provision also offers Out of School care, a maximum of 16 children may attend the Out of School/holiday care at any one time. During term time it operates before and after school and from 07.00 to 18.00 in school holidays. There are presently 105 children on roll for both services. All children share access to a secure enclosed outdoor play area. The nursery employs 12 staff, 8 of the staff including the manager hold appropriate

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Information about the setting

early years qualifications. Four staff are working towards a qualification.

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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?

Playbox Nursery provides generally good quality nursery education overall, which enables children to make generally good progress towards the early learning goals. children are making very good progress in mathematics and physical development.

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How effective is the nursery education?

Teaching is generally good, staff have a basic knowledge of the early learning goals and provide children with a variety of experiences and opportunities encouraging them to learn through play. Staff do not always set challenges for differing ages and abilities and the organisation of resources impacts upon children using their imagination fully. Planning is used effectively and is linked to the early learning goals. Assessments are carried out regularly. Staff are relaxed and manage children's behaviour, at times staff do not always effectively reinforce boundaries, or make children aware of the impact of their behaviour on others. Staff offer children some experiences that enable them to begin to develop their understanding of different cultures and beliefs. Leadership and management is generally good. There is a clear management structure in place with key staff aware of their roles and responsibilities, they assess

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How effective is the nursery education?

strengths and weaknesses and re evaluate practice, identifying areas for improvement and adapting practice as necessary. Partnership with parents is generally good. A range of information about the setting is available and there are presently informal systems in place for sharing information with parents about their child. Information given to staff about children's achievements is documented and actively used. Staff are presently looking at strategies for extending the opportunities for parents to be involved with their children's learning.

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What is being done well?

• Children are forming good relationships with adults and their peers. • Children are confident speakers and listeners, they effectively communicate their ideas to others. • Children enjoy using different media and materials, they experiment with colours and paints.

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What needs to be improved?

• the knowledge of the staff in relation to the early learning goals • the challenges set for children of different ages and levels of ability

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What needs to be improved?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998 • Staff understanding of managing children's behaviour effectively • children's understanding of different cultures and beliefs • the access to resources to enable children to self select.

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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 separate easily and confidently from parents. They approach staff and other children freely and maintain a good level of interaction, making their own needs known. They respond to staff requests to sit quietly and most children concentrate well. Children are not always encouraged to recognise the impact their behaviour has on others. Children work as part of a group and independently to extend their own learning.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children confidently talk to others, listen and answer questions. They actively join in group sessions and share information .They are beginning to form recognisable letters although they cannot always extend this due to the limited resources available in certain situations. Most children can link sounds to letters and can identify their own names. The children understand that print carries meaning and can follow a storyline in books, they do not always choose to access books independently.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children show an interest in counting and freely use numbers to count in everyday situations. They understand and use a range of mathematical language to compare size, shape and weight. They and measure in a variety of situations and activities. Children add and subtract through practical activities in everyday situations. They can recognise and name simple shapes.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children explore and learn about their environment, taking part in specific activities to develop their understanding. They are developing a sense of time and talk freely about past and present events in their lives. They enjoy designing and constructing using a variety of materials and objects. Children can use everyday technology competently. They are not fully developing an understanding of other cultures and beliefs due to a lack of experiences, activities and resources.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children undertake a wide range of activities, moving confidently, with good control and co ordination, some children are only just beginning to develop an awareness of space. They have an understanding of the need to and how to stay healthy and are aware of the need for good hygiene. Some recognise the changes that take place to their bodies during and after exercise. Children construct purposefully, confidently using a range of small objects and materials.

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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: Generally Good Children play imaginatively both individually and as part of a group acting out stories and situations. They enjoy using a range of media, and extend their imagination and creativity, however their choices can be impacted upon by the organisation of resources. Children discuss what they want to do and what they need to do it. They listen to music and sing songs throughout the day.

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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 and is of good quality overall. Children are making generally good progress towards the early learning goals. The next inspection will take place in three to four years time.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

• improve staff knowledge of the early learning goals and behaviour management strategies • develop challenges for children of different ages and levels of ability • extend children's opportunities and experiences to develop their understanding of different cultures and beliefs • improve the organisation of resources to allow children more opportunity to self select, particularly in Communication language and literacy and creative development.

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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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