Robert Bakewell Primary School and Community Centre

INSPECTION DETAILS

Inspection Date 01/02/2005 Inspector Name Maureen Croxford

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Christopher Robin Day Nursery Setting Address Parsonage Road Cranleigh Surrey GU6 7AN

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REGISTERED PROVIDER DETAILS

Name Christopher Robin Day Nursery 3460031

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ORGANISATION DETAILS

Name Christopher Robin Day Nursery Address 31 Claremont Avenue Woking Surrey GU22 7SF

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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

Christopher Robin Day Nursery (Cranleigh) opened in 1998. It operates from a purpose built single storey building, situated in the rural village of Cranleigh, Surrey. The nursery serves a wide geographical area. There are currently 70 children from 0-5 years on roll. This includes 21 funded three year olds and 8 funded four year olds. There are appropriate procedures in place to support children with special needs or who speak English as an additional language The nursery opens five days a week all year round, excluding bank holidays. Sessions are from 08:00 until 18:00. Five staff work with the children. All the staff have early years qualification to at least NVQ level 2 or 3 and several are attending further training. The setting receives support from the Early Years and Childcare Partnership Teaching methods are consistent with the Montessori approach.

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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?

The provision for nursery education at Christopher Robin Day Nursery (Cranleigh) is acceptable and is of a high quality. Children are making very good progress towards the early learning goals. The quality of teaching is very good and staff are skilled in their teaching methods. Staff have a sound understanding of the Foundation Stage and use their knowledge to enable each child to make progress towards the early learning goals. They use good questioning techniques and give children time to think for themselves and express their own ideas. The staff work extremely well together to create a welcoming child-centred environment. They provide a good variety of stimulating activities including some opportunities to find out about the natural world. Staff share responsibility for planning and assessment. They plan a variety of excellent, worthwhile activities both in and outside. They complete clear observations on activities and assessments on the children. Staff independently

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How effective is the nursery education?

support all children and help them progress. Children are encouraged to be polite, helpful and supportive to each other. They behave very well and staff act as positive role models. Both leadership and management of the provision are very good. Staff are well deployed and are supported by the management. A wide range of resources is provided. Professional development is valued and staff are actively encouraged to attend further training. Regular staff appraisals are held. The partnership with parents is very good. Staff keep parents well informed about the provision, the timetable and their children's progress and development. Open evenings, newsletters, notice board and the provision's prospectus give staff and parents opportunities to exchange information. Parents are made welcome in the provision and have opportunities to become involved in topics and activities.

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What is being done well?

• All members of staff have or are working towards an appropriate childcare qualification and are attending further training in the Montessori approach to teaching. • Staff structure the sessions to allow children to select their own activities and the resources they wish to use. Children are encouraged put on the own aprons during craft activities, self register, help themselves to snack and drinks and tidy away activities when the have finished with them. • Children communicate well with both their peers and adults. They use a good range of vocabulary to describe their real and imagined experiences during circle time and through role play.

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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 • Children are given opportunities to discuss their feelings and likes and dislikes, for example, a child talks about how he would like to fly to the planet Saturn in a rocket. Children enjoy using their imagination and play well together and negotiate roles between themselves.

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What needs to be improved?

• the provision of further opportunities for children to experiment and to find out about objects and events they observe.

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What has improved since the last inspection?

This the provisions first inspection since registration.

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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: Very Good Children are confident and well motivated. They leave their parents happily and self register. They are very well behaved, polite and understand that the provision has rules. All children work and play alongside each other in a harmonious way, taking turns and sharing. They settle quickly to their activities and are able to concentrate on their tasks and activities. Staff encourage children to care for themselves, including collecting resources, to build their esteem and confidence.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children interact well with both adults and their peers and are able to listen attentively. They answer questions thoughtfully and reveal a good command of language. They are able to listen to and carry out simple instructions. The children respect and care for books. They are beginning to understand that print carries a meaning and is read from left to right. Children's handwriting skills are developing steadily and they are beginning to form letters correctly.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Most children are able to count to 10 and many are able to count beyond. They are able to recognise some numerals and are beginning to add smaller numbers together. They are encouraged to use mathematical language correctly and are developing an awareness of weight and capacity through the use of good resources and activities. They have a good understanding of shape and size.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good A range of interesting topics allow children to explore aspects of the natural world, and have access to a range of multi cultural equipment. Their sense of time and place is promoted as they talk about past and present events. Children receive some opportunities to observe objects and events. They receive opportunities to find out more about their environment, for example through visits to the local play park and library. Children are able to use simple technological toys and computers.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Fine manipulative skills are developed well as children display very good skills when cutting, painting, drawing and constructing. They have many opportunities to use large equipment. Children move around safely and freely and display a good awareness of themselves and others as they play. They learn about some health and hygiene routines, of healthy eating and changes that happen to their bodies through discussion such as dressing in warm clothing.

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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: Very Good Children receive many opportunities to learn about colour, texture, shape and form using a wide variety of media. They enjoy worthwhile activities which explore three-dimensional space when making collages and creating models. They have regular music opportunities and enjoy playing with the musical instruments. The role play activities offered are varied and interesting, and staff fully participate to encourage the children's imagination.

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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 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 significant weaknesses to report, but consideration should be given to improving the following: • further develop opportunities for children to find out and identify some features of objects and events they observe.

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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 Section 122 of the School Standards and Framework Act 1998

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