Swaffham Bulbeck Church of England Primary School

INSPECTION DETAILS

Inspection Date 27/10/2003 Inspector Name Margaret Coyne

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Wonderland Day Nursery Setting Address Works Road LETCHWORTH Hertfordshire SG6 1FR

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REGISTERED PROVIDER 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

Wonderland Day Nursery opened in 1994. It is a purpose built unit with a number of rooms to accommodate the ages of children attending. It is open to children from all areas and is located close to the Woodside Industrial park in Letchworth. There are currently 126 children from 3 months to under 5 years on roll. This includes 9 funded three year olds and 7 funded four year olds. Children attend for a variety of sessions. The setting currently supports a number of children with special needs. The group opens for 5 days a week all year round. The nursery is open from 8.00 until 18.00. The nursery employs a large number of staff, 6 are part time,17 are full time and 8 are casual staff all working with the children. There are also 2 kitchen staff, 2 cleaners and a handy man employed by the nursery. Over half the staff have an early years qualification to NVQ level 2 or 3 and NNEB. 7 Staff are currently working

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Information about the setting

towards a recognised early years qualification. The setting receives support from a teacher who works directly with the children.

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How good is the Day Care?

Wonderland Day Nursery provides good care for children. All aspects of the provision are well organised and staff are deployed effectively throughout the nursery. Staff have a high regard to the policies and procedures that they understand and consistently implement. High priority is given to children's safety both in and out of the nursery. However, extra care must be taken to ensure areas such as the carpet in the home areas do not become a hazard. Children with special needs are well supported and included in activities. There are effective key worker systems throughout the nursery these enable staff to

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How good is the Day Care?

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 establish supportive relationships with the children and parents. This is particularly effective in the baby rooms. In the pre-school group staff plan a stimulating range of activities which the children enthusiastically take part in. However, more opportunity should be provided for children to access activities independently, working at their own pace, and more care given to the presentation of toys and equipment. Good use is made of the garden and the children have a range of outdoor equipment to choose from. Meals at the nursery are of high quality, the menu is varied and nutritious with a vegetarian choice for those who require it. Most children are well behaved and respond to direction from staff. However, staff could do more to

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How good is the Day Care?

encourage children's manners at meal times. The nursery has developed a supportive partnership with parents and carers. They are kept informed of their child's progress through daily information sheets and have access to their child's records at open evenings or by request. Staff are approachable and friendly, sharing information verbally with parents.

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What has improved since the last inspection?

At the last inspection the nursery agreed to obtain a copy of the ACPC procedures, to update the complaints procedure, the equal opportunity procedure and to ensure that child protection procedures are shared with parents, to ensure all staff are aware of the importance of good hygiene practise, to ensure staff and children's personal information is stored confidentially and to store feeding bottles appropriately. All procedures are now in place and shared with parents, staff have been made aware of good hygiene practise, all personal information is now stored in a locked cabinet in the office and feeding bottles are stored appropriately in a fridge in the milk kitchen.

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What is being done well?

• The management of the day nursery, with effective use of the policies and procedures and the staff deployment to ensure children have a consistent approach to their care. • Children enjoy a range of interesting and stimulating activities both indoors and outdoors. Good use is made of the teaching room where children are able to use the computer. The garden is used extensively for all children with a good range of outdoor equipment. • Staff are fully involved with the children and are attentive to their needs. Children relate well to each other and play happily. Most children are confident and their feelings of security are well fostered by staff. • Staff respond to children's interests and give praise and encouragement at all times. • Staff implement the behaviour management policy well. Children respond well to direction from staff and happily tidy up as they move around the activities. • Staff work in partnership with parents are friendly and approachable.

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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 Systems are in place to share information with parents about their child's progress in the nursery. • All records and documentation are well kept, accessible and confidential.

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What needs to be improved?

• more opportunity for children to access activities independently at their own pace • the presentation of toys and equipment • risk assessment procedures re. carpets in home areas

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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 3 Provide more opportunities for children to choose freely from a range of activities i.e. creative, imaginative and access books at their own pace, and give more care to the presentation of resources. 6 Ensure hazards to children are minimized i.e. the carpets in the home areas.

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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?

The provision for nursery education at Wonderland Day Nursery is of good quality overall. Children are making very good progress in physical development and generally good progress in the five other areas of learning. Teaching is generally good. Staff work directly with the children and are well deployed thus having a sound impact on the children. They give clear, appropriate direction to the children who respond well. However, there are missed opportunities in everyday activities and children cannot freely access some resources. Written aims and evaluations require some attention. There is good provision for children with special needs. Leadership and management is generally good. A strong management team encourages staff to regularly assess their own practice and they are keen to attend training to learn new approaches. Systems for induction, appraisals and staff meetings ensure a shared understanding of good practice within early years

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How effective is the nursery education?

childcare. However, the organisation of children's routines does not allow their independence in selecting some activities. Partnership with parents and carers is very good. Parents are well informed about the provision, they attend parents evenings and are given a daily warm welcome on arrival to the nursery. They access written records on their child and are kept well informed on any aspects of their child's development.

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What is being done well?

• Children are confident, they relate well and form attachments to each other. They work co - operatively together, they negotiate well and take turns. • Children's behaviour is good and they relate well to the clear direction and frequent praise given by staff. • Children are developing good reading, writing and concentration skills and they make very good use of the computer. • Children are enabled to make frequent,effective, daily use of the outside play area. • Staff work directly with the children. The teacher has a sound knowledge of individual children's stages of development and she uses an interesting range of props to extend their learning. • Parents are welcomed into the nursery and they receive regular information on the provision and on their child's achievements. • Staff regularly assess their own practice and are continually looking for ways to develop and implement new systems.

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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

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What needs to be improved?

• the opportunities for children to develop counting, calculating and independence skills in everyday situations particularly in personal social and emotional and mathematical development • the organisation of children's routines and the impact on their independence in selecting some of their own resources and materials • the aims and evaluations of the activities provided

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What has improved since the last inspection?

The setting has made limited improvement since the last inspection. Planning now addresses the need to extend and develop tasks further for the 4 year olds. This is happening in some areas but should cover all areas of learning. Independent writing resources are now available to children but they do not have free access to the book resources at all times. Staff now plan activities to support children's skills in calculating, problem solving, investigating and exploring. Children are not given sufficient opportunities for free access to the art, craft and design resources.

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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: Generally Good Children are confident, happy and relaxed and enjoy attending the nursery. They have good relationships with each other and adults. Behaviour is good and concentration skills are developing well. Children show some independence skills, although there are missed opportunities for them to operate independently at meal times. Children negotiate well with each other and they clearly understand the need to share and take turns.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children speak confidently engaging in conversation with staff and their peers. They are introduced to the sounds of letters and recognise their own names. They are developing an awareness that print carries meaning, however, there are limited opportunities for children to access books freely. Older children have developed good reading skills, they handle books correctly and read stories to each other.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children use a wide range of mathematical skills. They count objects, recognise shapes and use mathematical programmes on the computer. However, there are some missed opportunities to consolidate mathematical learning during daily routines. Older children recognise and count numerals up to ten, and through planned activities children are given the opportunity to explore two and three dimensional shapes.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children are introduced to a range of cultures and beliefs and are gaining an understanding of where they live. They experience technology by using the computer and programmable toys. Children experience the natural world. They build and construct, although there are missed opportunities for them to experience joining using a variety of materials and techniques. Staff provide them with a variety of materials to explore and they learn to differentiate past and present though planned topics.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

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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PHYSICAL DEVELOPMENT

Judgement: Very Good Children negotiate space effectively and demonstrate an awareness of others as they move around the nursery both inside and outdoors. They are provided with opportunities to develop hand eye co ordination and small muscle control through using a variety of equipment and tools. Through topics they learn about their own bodies and develop good hygiene practices. Frequent good use is made of the outdoor play area where they develop large muscle skills using a varied selection of equipment.

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children express their ideas freely through music, collage and adult initiated role play situations. They are able to explore colours and they enjoy singing rhymes. However, there are missed opportunities for them to initiate their own creative activities, and they cannot independently access creative activities to work at their own pace. Through planned topic work they respond using their senses such as tasting foods.

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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 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

• Increase the opportunities for children to develop skills in everyday situations particularly in personal social and emotional and mathematical development. • Review the organisation of children's routines daily to allow them independence in selecting some of their own resources and materials. • Ensure that the aims and evaluations of the activities provided are used effectively to help child make progress towards the early learning goals.

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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 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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