Woodside Academy

INSPECTION DETAILS

Inspection Date 30/03/2004 Inspector Name Elaine Claire Caffary

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Premier Nursery Uxbridge Setting Address St Johns Road Uxbridge UB8 2UR

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ORGANISATION DETAILS

Name SRK Limited Address Premier Montessori Nursery St. Johns Road Uxbridge Middlesex UB8 2UR

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ORGANISATION DETAILS

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and 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 of the quality and standard of day care in accordance with the National Standards for Under Eights Day Care and Childminding; and 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

Premier Nursery, St. Johns Road is located just outside Uxbridge town centre. It is registered to offer care for 62 children aged between 3 months and 5 years. The registration does not include overnight care. The Nursery is open Mondays to Fridays, from 08:00 - 18:00 with the exception of bank holidays and five days over the Christmas period. There is a car park available for the dropping off and collection of children. The Nursery has sole use of the premises and the outside play area. There are 4 base rooms, children are grouped by age and have an assigned key worker. "Bunnies" takes children from 3 to 18 months, 9 children can be cared for in this room. Children are looked after by 3 staff, who all hold a relevant level 3 qualification. "Badgers" takes children from 18 months to 2 years 6 months, 16 children can be cared for in this room. Four staff are based in this room, two staff are fully qualified,

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Information about the setting

the remaining two staff are working towards completing their level 3 training. "Squirrels" takes children from 2 years 6 months to 3 years 6 months, up to 16 children can be cared for, they are looked after by 3 staff, 2 hold a level 2 qualification and are now working towards their level 3 and one staff member working towards her level 2. "Owls" takes children from 3 years 6 months to 5 years, up to 21 children can be cared for in this room. Two staff currently work in owls and both hold a level 3 qualification. The nursery have one full-time floating staff member who holds a level 2 qualification.

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Information about the setting

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 The Nursery uses the foundation stage of learning. They currently have 7 funded 3 year olds and 5 funded 4 year olds. They are also supporting children with special educational needs and English as a second language.

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How good is the Day Care?

Premier Nursery provides a good standard of care for children. The nursery provides a welcoming and child focused environment. Good emphasis is given to respecting diversity in all information and displays. Effective and well maintained procedures operate through-out the nursery. The staff team benefit from a positive relationship with the owner's and manager. Ongoing training for staff is valued and it's benefit to the children monitored. The nursery has a good range of clearly presented policies, procedures and records, which are in the main, observed in practise. The medication policy is not reflective in the staffs practise. The sharing of daily records in bunnies room, does not maintain confidentiality. A very good range of toys and equipment are accessible to all children, covering the full age range. This expands to the range available for outdoor play, however, they were not very clean. The nursery generally pays good attention to hazards and their prevention. A

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How good is the Day Care?

functional system for carrying out risk assessments is in place. Fire drills are carried out on a regular basis, although staff find it difficult to hear the alarm when in the garden. No record is made of how this has been addressed. Good attention is given to the prevention of cross infection ensuring the general standard of hygiene throughout the nursery is good. Small grouped meal times provide a social atmosphere where the levels of independence are encouraged appropriate to the ages of the children. Very well planned topics are in place and carried through in the activities presented. Children were actively involved and enjoyed the toys and equipment on offer. Displays and storage containers for toys are labelled well by the children. Staff were animated and enthusiastic in their communication with the children. The importance and respect for children's individual needs supports their day to day care.

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How good is the Day Care?

Staff build good relationships with parents, thus ensuring consistency in care

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What is being done well?

• The nursery provides a stimulating environment that is organised to assist the children to be self sufficient. The individual organisation in the rooms is well established, allowing the children to be confident with the routine. In bunnies room children took themselves to their mat and laid themselves down for sleep time after their meal. Despite this clear organisation the staff demonstrate a commitment to ensuring the children's individual needs are

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What is being done well?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 met even if it falls outside the routine. A child can have a sleep or a meal at a time that suits them. • Throughout the setting the staff give excellent attention to communicating with the children. Their level of engagement in the children's chosen activities is good. They are interactive in their play and extend their learning through discussion. Children are responsive to the attention they are given. For example, during imaginative play in the "garden centre" a staff member put a hat on and came along to purchase some flowers and plants. • The staff team work effectively to maintain the smooth running of the day. Communication is of a good standard, both verbally between staff in the rooms and in writing using the message book system. Written messages

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What is being done well?

about the children are clear, informative and checked regularly by all staff, thus ensuring the children's changing needs are met. The effective chain of leadership, offers positive support and guidance to the staff team, through regular supervision and appraisals. • Parents are kept well informed about their child's progress both in written reports and verbally at the end of the day. A well presented and informative notice board keeps them updated on current nursery issues, for example, students on placement and health issues. Good attention is also given to seeking their views on nursery practise and any changes they would like to see. These views are sought through a suggestions box and confidential questionnaires periodically in the year.

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An aspect of outstanding practice:

The nursery pays impeccable attention to ensuring the displays and labelling, around the premises and the garden are attractive, well presented and child orientated. Displays, as well as, topic tables reflect the current theme carried through the nursery. For example, the current theme is growing things and life cycles. Flowers have been planted in the garden and displays of wildlife are represented on the fences and sheds. Children have grown cress and sunflowers and a garden centre has been set up for imaginative play. For sensory experience, simulated frog spawn has been created out of tapioca. Topic and interest tables display things that grow. All art work and boxes of toys are labelled with the children's own writing, ensuring they feel a sense of belonging and ownership. This environment, created with so much of the children's influence, reflects diversity well and ensures the children feel valued and builds their individual self esteem.

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What needs to be improved?

• the practise in place, for obtaining a parents signature following medication being administered. • the system for alerting staff to an emergency evacuation, when they are in the garden area. • the system to ensure confidentiality is maintained when parents view the daily records in the bunnies room.

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What needs to be improved?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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CONDITIONS OF REGISTRATION

All registered persons must comply with all conditions of registration included on his/her certificate of registration. As a result of this inspection conditions of registration have been imposed / varied / removed and a new certificate of registration will be issued.

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by the time of the next inspection

Std Recommendation 6 Make sure the fire alarm can be clearly heard by staff and children when they are in the garden area. 7 Ensure that the practise when recording medication administered clearly demonstrates that parents have signed to give written consent and also signed to acknowledge the entry. 14 Ensure confidentiality is maintained when parents view the children’s daily records.

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by the time of the next inspection

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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How effective is the nursery education?

Premier Nursery and Montessori School provides an interesting range of planned activities for children who are making very good progress towards the early learning goals. The children are making very good progress in all areas of learning through practical ways that are meaningful to them. Staff's interaction with the children is good, they provide positive role models and give praise for their very good behaviour. Activities provided are well planned and implemented, staff question the children appropriately in order to develop their thinking processes and to reinforce their learning. It would be beneficial to the children's learning if the outdoor play were extended to incorporate the planned projects, such as the people who help us, where staff and children could make a crossing in the playground that is patrolled by an officer or lollipop person. Children are interested in all the activities offered and are engaged to a high level

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How effective is the nursery education?

throughout, staff foster the children's independence appropriately. There are systems in place to evaluate the planning which is used to influence further plans. Records of children's developmental progress are kept, these would benefit from being further developed to include more of their achievements. The leadership and management of the nursery is very good, there are good systems in place to support parents, children and staff. Staff have regular opportunities to further their knowledge and skills, information gained on training courses is shared during staff meetings. The nursery owners, manager and staff have formed very good working relationships with parents, information provided through handbooks and notice boards is current and relevant. Staff give regular feedback both verbal and written of children's developmental progress. Newsletters are published to ensure parents are always fully informed about activities taking place in the setting.

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What is being done well?

• Staff plan interesting activities for children and are implementing them well. • The good displays of children's work clearly illustrates the activities and projects they have been involved in. • Children are interested in the activities offered and are engaged to a high level, their behaviour is very good. • Staff work well as a team and provide positive role models to children.

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What is being done well?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 • The owners, manager and staff have promoted good working relationships with parents who are given regular information about their children's developmental progress and activities taking place within the setting.

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What needs to be improved?

• increase the content of the children's records of developmental progress. • the activities for outdoor play to further develop the well planned interesting inside projects.

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What has improved since the last inspection?

The opportunities for children to write and know what they have written. The children's work and records of development are dated so that their progress is better able to be tracked.

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What has improved since the last inspection?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children are confident and happy in their environment, they are able to share and take turns. Their behaviour is very good. Staff are skilled in developing the children's independence and involve them in setting up activities. Children sit and listen when needed and are able to carry out instructions, they are forming good relationships with their peers and have good interaction with staff. Through planned projects they learn that people have different needs, cultures and beliefs.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children are supported with good resources and learn in an active way, staff are skilled in questioning children in order to further develop their thinking processes. Children enjoy books, they participate freely and have a good knowledge of familiar stories and rhymes. Children are able to write recognisable letters and words and understand that print is used for a variety of purposes. They have made their own labels for displays and signs for the role play area.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children are given opportunities to count in every day meaningful situations, they are able to estimate how many cups and plates they will need at meal times, match and pair using the cups. Children enjoy singing counting rhymes and songs, during this time they are able to add and subtract through the staff reinforcing the activity giving it an increased meaning to them. Children are able to recognise and write numbers, they discuss shape and are able to measure and weigh in cooking activities.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Through planned projects children are learning about growing and change, they have planted cress and are learning to care for it so that they can observe growth. Good displays support the children's learning. Children build with a range of equipment, they have experience of using programmable toys. Staff discuss and celebrate events with the children to develop their sense of time, place and to raise their awareness of different cultures and beliefs.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children move confidently and negotiate around the furniture and one another. They have opportunities to use a range of equipment including balls, hoops, ride on toys and climbing equipment in order to develop their motor skills. The indoor planned projects could be extended to the outdoors giving more variety of play and focus. Through projects children learn about staying healthy, they handle a variety of tools with confidence and were competent with the sweeping brush in the role play area.

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PHYSICAL DEVELOPMENT

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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CREATIVE DEVELOPMENT

Judgement: Very Good Children have opportunities to use a wide variety of art materials and have painted on cloth as well as card and paper. They have made their own stock for the bakery incorporating the malleable materials into realistic equipment. Children make shakers and experiment with sounds and rhythms, they also have opportunities to sing and listen to music. Staff provide positive support to the children with good resources in the role and imaginative play area.

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

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and 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 high quality. Children are making very 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

There are no significant weaknesses to report, but considerations should be given to improving the following: • There are no actions, points for consideration are: • consider increasing the contents of the children's records of developmental progress • consider extending the very good indoor projects to the activities for outdoor play in order that children's play opportunities are further developed.

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WHAT THE SETTING NEEDS TO DO NEXT

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

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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STANDARD 1 - SUITABLE PERSON

Adults providing day care, looking after children or having unsupervised access to them are suitable to do so.

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STANDARD 2 - ORGANISATION

The registered person meets required adult: child ratios, ensures that training and qualifications requirements are met and organises space and resources to meet the children's needs effectively.

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STANDARD 3 - CARE, LEARNING AND PLAY

The registered person meets children's individual needs and promotes their welfare. They plan and provide activities and play opportunities to develop children's emotional, physical, social and intellectual capabilities.

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STANDARD 4 - PHYSICAL ENVIRONMENT

The premises are safe, secure and suitable for their purpose. They provide adequate space in an appropriate location, are welcoming to children and offer access to the necessary facilities for a range of activities which promote their development.

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STANDARD 5 - EQUIPMENT

Furniture, equipment and toys are provided which are appropriate for their purpose and help to create an accessible and stimulating environment. They are of suitable design and condition, well maintained and conform to safety standards.

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STANDARD 6 - SAFETY

The registered person takes positive steps to promote safety within the setting and on outings and ensures proper precautions are taken to prevent accidents.

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STANDARD 7 - HEALTH

The registered person promotes the good health of children and takes positive steps to prevent the spread of infection and appropriate measures when they are ill.

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STANDARD 8 - FOOD AND DRINK

Children are provided with regular drinks and food in adequate quantities for their needs. Food and drink is properly prepared, nutritious and complies with dietary and religious requirements.

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STANDARD 9 - EQUAL OPPORTUNITIES

The registered person and staff actively promote equality of opportunity and anti-discriminatory practice for all children.

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NEEDS AND DISABILITIES)

The registered person is aware that some children may have special needs and is

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NEEDS AND DISABILITIES)

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 proactive in ensuring that appropriate action can be taken when such a child is identified or admitted to the provision. Steps are taken to promote the welfare and development of the child within the setting in partnership with the parents and other relevant parties.

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STANDARD 11 - BEHAVIOUR

Adults caring for children in the provision are able to manage a wide range of children's behaviour in a way which promotes their welfare and development.

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STANDARD 12 - WORKING IN PARTNERSHIP WITH PARENTS AND CARERS

The registered person and staff work in partnership with parents and to meet the needs of the children, both individually and as a group. Information is shared.

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STANDARD 13 - CHILD PROTECTION

The registered person complies with local child protection procedures approved by the Area Child Protection Committee and ensures that all adults working and looking after children in the provision are able to put the procedures into practice.

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STANDARD 14 - DOCUMENTATION

Records, policies and procedures which are required for the efficient and safe management of the provision, or to promote the welfare, care and learning of children are maintained. Records about individual children are shared with the child's parent.

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STANDARD 14 - DOCUMENTATION

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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