XP Gateshead

INSPECTION DETAILS

Inspection Date 03/02/2004 Inspector Name Susan Victoria May

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Merrydale Day Nursery Setting Address 'Merrydale' Coppid Beech Hill Wokingham Berkshire RG40 1PD

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ORGANISATION DETAILS

Name Kingsclere Nurseries Ltd Address Kingsclere, Forest Road Wokingham Berkshire RG40 5SA

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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

Merrydale Day Nursery opened in 1989 and is part of a group of eight privately owned nurseries. It is situated on the outskirts of Wokingham and is accommodated in a detached house with a garden. The provision is open Monday to Friday 08.00am to 18:00pm, only closing on Bank Holidays and the period between Christmas and New year. The nursery has membership to the Nursery Network. The provision is registered to take a maximum of 42 children aged 0 - 5 years. There are currently 42 children on the register. The provision is currently in receipt of funding for 22 three and four year olds. At the time of the inspection there were no children with special needs or who have English as an additional language. There are 15 staff, 12 of which are qualified; one of whom is an Early Years Teacher, 6 members of staff are qualified first aiders. The nursery also has a resident cook and cleaner.

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How good is the Day Care?

Merrydale Day Nursery offers satisfactory care for children. Staff provide a warm and welcoming environment for the children. Staff make good use of the resources available to them both indoors and in the outdoor areas providing opportunities for older children to progress in all areas of learning, however consideration should be given to activities for babies and children under two. The staff work well as a team and all contribute to planning the daily activities. Effective deployment of staff ensures the children have adequate support and are safe within the building and whilst using the outside area. The group have regular health and safety checks but need to assess procedures to identify hazards. Evacuation procedures are practiced and reinforced regularly. The children respond to the positive reinforcements and expectations of staff

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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 regarding behaviour management. Staff are good role models. They provide a child centred, relaxed environment and respond to the children's interests. Staff are able to support children with special needs and for whom English is an additional language in partnership with the parents and other relevant parties. The staff have good relationships with parents. Systems are in place for sharing information and concerns with parents. Most policies and procedures are in place, these are reviewed and updated regularly.

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What is being done well?

• Staff have good relationships with children and know them well. They spend time talking and playing with them and helping them to learn. The children are very happy and settled. • Staff take into account the children's individual needs and treat them with equal concern. • The children respond well to the staffs clear guidance and praise. They eagerly take part in planned activities, tidy away toys and behave well. • All staff are aware of the children's dietary requirements and of the importance of ensuring each child's needs are met. Staff provide a relaxed atmosphere in which children can enjoy their meals.

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What needs to be improved?

• implentation of appropriate activities for children under two • procedure to identify hazards on the premises • procedure to maintain confidentiality of accident and medication records

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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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CONDITIONS OF REGISTRATION

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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by the time of the next inspection

Std Recommendation 3 Devise a system for planning and implementing a suitable range of activities for babies, which is appropriate for their stage of development and based on their individual needs. 6 Ensure there is a procedure in place to complete a risk assessment on the premises identifying action(s) to be taken to minimize identified risks. 7 Ensure procedures are in place to maintain confidentiality of children’s medication and accident records. 12 Procedures to ensure parents have access to the complaints statement of procedures

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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 is acceptable and is of good quality overall. Children are making generally good progress towards the early learning goals. Teaching is generally good with some very good aspects. Children are confident, happy and secure, eager to participate in activities. Staff's knowledge of the early learning goals is generally good, leading to a positive effect on children's learning. Effective realistic planning leads to consistent teaching among staff, however there are insufficient opportunities for children to record numbers and write indepently. A thorough assessment system is used well to check and record children's progress towards the early learning goals. Children behave well in response to the high expectations and sensitive support of staff. Systems are in place to support children with special needs and English as an additional language. Leadership and management are good. A strong staff team is in place, who provide

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How effective is the nursery education?

a well planned stimulating environment where children learn through a wide range of activities. Partnership with parents and carers is good and contributes well to the children's learning. Parents are informed about the activities and routines via a range of media. They share their observations about their child with staff and regularly discuss the progress of their child.

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What is being done well?

• Children are happy and secure, confident in their interaction with staff and can express themselves well. • Staff provide good opportunities for the children to extend their knowledge of the environment through planned activities and events. • Partnership with parents and carers is good and contributes to the children's learning. • Staff effectively plan and use space and resources to further physical development.

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What needs to be improved?

• opportunities for children to record numbers independently • children's opportunities for spontaneous writing and mark making skills.

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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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What has improved since the last inspection?

All actions have been addressed. There has been generally good progress. Staff follow an assessment scheme which provides them with information to plan and record the children's development effectively. New technology equipment has been purchased to improve opportunities for children to use everyday technology. A special educational needs policy is now in place, a designated person appointed and through training, staffs knowledge has increased enabling them to support children with special needs effectively.

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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 Staff foster an environment where relationships are good and children are able to consider and support each other. Children are confident, happy and secure, eager to participate in activities. Children respond appropriately to the clear expectations for acceptable behaviour. Children are respectful and show sensitivity to others.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children communicate and listen well to each other and adults. Staff provide good activities which foster communication and language skills, however opportunities were missed to encourage spontaneous writing skills. Suitable books are available and children are encouraged to use the books correctly and carefully.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Rhymes and songs are planned to encourage children's number skills. Many children are able to count confidently to ten and recognise numbers. There are missed opportunities for children to record numbers independently.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Through planned topics staff develop children's confidence in exploring and investigating. Children use the technology effectively. Children have good opportunities to question why things happen and how things work. Opportunities are made for children to talk about past and present events in their own lives.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children learn about the importance of hygiene and know why they wash their hands before eating and after using the toilet. Activities planned give children the opportunity to develop their physical skills. Children are given the opportunity to handle tools and malleable materials. A good planned use of resources both indoors and outdoors is provided by staff ensuring children use the space effectively.

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CREATIVE DEVELOPMENT

Judgement: Generally Good Planning ensures they can express their ideas freely through a range of activities such as role-play, painting, collage and movement. Displays showed a wide range of mediums are used by the children to explore colour and texture.

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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

• develop opportunities for children to record numbers independently • develop children's opportunities for spontaneous writing and mark making skills.

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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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