Scraptoft Valley Primary School

INSPECTION DETAILS

Inspection Date 18/01/2005 Inspector Name Margaret Travers

p.1

SETTING DETAILS

Day Care Type Full Day Care Setting Name Knowle Green Day Nursery Setting Address Knowle Green Staines Middlesex TW18 1AJ

p.1

ORGANISATION DETAILS

Name Child Base Ltd Address Kingston House, Northampton Road Newport Pagnell Buckinghamshire MK16 8NJ

p.1

ORGANISATION DETAILS

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

p.1

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.

p.2

Information about the setting

Knowle Green Day nursery is owned by Childbase Ltd. It is situated in a purpose built facility in Staines adjacent to Spelthorne Leisure Centre. It is registered to care for 80 children aged between 6 weeks and 5 years. The nursery consists of separate rooms for children aged 6 weeks to 14 months, 14 months to 2 years, 2 to 3 years and 3 to 5 years. The nursery is in receipt of nursery education funding for 3 and 4 year old children. The majority of staff have a relevant child care qualification and are first aid trained. They also operate a crèche on an occasional basis. The nursery is open daily from 08.00 am to 18.00.

p.2

Information about the setting

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

p.2

How effective is the nursery education?

Knowle Green Day Nursery provides high-quality nursery education which enables children to make very good progress towards the early learning goals. The quality of teaching is very good. Staff plan stimulating and interesting activities linked to topics which cover all areas of the curriculum. During activities children's learning is progressing well, they are confident, independent learners, but occasionally during free play and daily routines some staff miss opportunities to fully extend learning. Staff show good flexibility in incorporating children's own ideas into the day. They observe and assess children effectively against the early learning goals and stepping stones and make large folders including photographic evidence and samples of children's work which shows clear progression. Systems are in place to support children with special education language and those who speak English as an additional language.

p.3

How effective is the nursery education?

The leadership and management of the nursery is very good. Child Base Nurseries provide in-service accredited training for staff called Sound Foundations which enables staff to work towards an in-house certificate in good practice. This works well to maintain quality and consistency. The daily management of the nursery ensures all staff have opportunities to take part in the evaluation of the provision which enables the nursery to continually monitor it's strengths and areas for development. There are good systems in place for staff appraisal. The partnership with parents is very good. Parents receive magazines from Child Base with useful articles about how to support children's learning at home. They receive newsletters and photographs of their children's activities. Parents are welcome to talk about their children daily and to discuss their children's learning and development at parents evenings; they are invited to share their own cultural

p.3

How effective is the nursery education?

festivals with the nursery and join the parents forum at which they help evaluate the provision.

p.3

What is being done well?

• Children are learning and progressing through enjoyable topics and activities covering all areas of learning. There are a wide range of educational resources many of which are available for self choice. Both inside and outside play resources are displayed attractively and children can extend their own learning through self-initiation. • Children's self esteem and social skills are developing well. • Staff work well with parents, giving good quality information and support about how they can extend their children's learning at home and outside the nursery.

p.3

What is being done well?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998 • Children's are observed and assessed effectively to ensure progression. Children folders create an attractive and memorable diary of their development through their life in the nursery.

p.3

What needs to be improved?

• the attention given to ensuring all staff extend and support children's language, thinking and mathematical skills during daily routines and everyday play activities.

p.4

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

p.4

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children sit and listen well as their name is called at circle time and they take turns to answer and share their news and views. They enjoy learning through interesting topics in which planned activities allow them to discover more about animals, insects and birds. They have good opportunities to select their own resources and work well independently and together. Relationships within the group are good, and children are developing a good understanding of other cultures.

p.5

COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children are learning letter sounds through fun interactive activities. Many can recognise their names which are displayed on place mats, a birthday chart and suspended from a mobile. They have good opportunities to make marks, experiment with a variety of pencils and many can trace patterns and write their names well. Learning is extended effectively for more able children, who help write phrases in their photograph story books. Children have good opportunities to read a range of stories.

p.5

MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children use a wide range of number puzzles and games with enjoyment. They count pieces of fruit and add numbers together, although there are some missed opportunities by some staff to encourage problem solving during play and snack times. Children discuss patterns on animals and match these. They discuss colours and shapes and animals that are bigger and smaller. Children weigh objects using scales and measure a giant. They make painted patterns on butterflies wings and sequence beads.

p.5

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children make cheesy straws and gingerbread men in cookery activities and observe changes. They plant sunflowers and plants and learn about growth and lifecycles. Junk materials are displayed attractively so that children find it interesting to use these to design and make models. Various interest tables containing tactile natural objects such as dried oranges, stones, rocks and cones providing children with opportunities to learn through their senses. They make books about their families.

p.5

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

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

p.5

PHYSICAL DEVELOPMENT

Judgement: Very Good Children use an adjacent outside area for climbing, balancing and learn how to ride large wheeled toys. They use bats, balls and hockey sticks and take part in fun games and obstacles courses to learn an awareness of space. Children take part in music and movement activities and are supported well by staff who encourage and praise their development. Children thread beads, use small construction toys, dress and bath their dolls and use scissors to develop good manipulative skills and dexterity.

p.6

CREATIVE DEVELOPMENT

Judgement: Very Good Children can use a wide range of creative resources daily. They paint large and small pictures, stick boxes together and use glue and interesting tactile collage materials such as pasta and lentils. They have good role play and dressing up opportunities and develop good imaginative stories. Children use train sets, garages and a dolls house to develop ideas and music to develop their ideas about how animals move. Children sing a variety of songs and explore percussion instruments.

p.6

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

p.6

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.

p.7

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 significant weaknesses to report, but consideration should be given to improving the following: • for all staff to consistently extend and support children's language, thinking and mathematical skills during daily routines and everyday play activities.

p.7

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.

p.7

WHAT THE SETTING NEEDS TO DO NEXT

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

p.7