Borden Grammar School

INSPECTION DETAILS

Inspection Date 29/07/2004 Inspector Name Beverley Jarrett

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Happy Child Day Nursery Setting Address Longstone Avenue Harlesden London NW10 3TY

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ORGANISATION DETAILS

Name Happy Child Limited Address 109 Uxbridge Road London W5 5TL

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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

Happy Child Day Nursery has been registered for 7 years. It operates from a single storey purpose built pre-fabricated building located in Willesden. It consists of two under ones rooms, two cot rooms and six play rooms. The setting serves the local community. There are currently 76 children from 2 to 4 years old, on roll. Of these 30 children are aged 3 years to under 2 years. This includes 7 funded 3 year olds and 5 funded 4 year olds. Children attend for a variety of sessions. The setting currently supports a number of children with special needs and who speak English as an additional language. The nursery opens five days a week, all year around, from 08:00 to 18:00. 20 staff work with the children. All staff members hold relevant early years qualifications. Support is given by the Early Years Development and Childcare Partnership (EYDCP).

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How good is the Day Care?

Happy Child Day Nursery provides good care for children. The staff provide a warm, caring and welcoming environment for children and parents. Staff are appropriately experienced and qualified and have a clear understanding of their role. The nursery creates opportunities for further training and development for staff. This helps staff to develop their skills in meeting the aims of the setting and children's individual needs.

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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 The setting organises the space and resources very well. The premises are safe and secure, with play areas that are bright, warm and welcoming. Staff generally have good awareness of health and safety issues and potential hazards both inside and outdoors. However, a review is required of the arrangements during toileting times. Staff give attention to developing children's understanding of good hygiene practices to develop their personal hygiene through the daily routine. At meal times the children's social and independent skills are encouraging. The nursery offers food that is freshly prepared, nutritious and complies with the children's religious and dietary requirements. The children's care, learning and play is very well supported by staff. There is an

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How good is the Day Care?

excellent range of activities and play opportunities that help children to sustain interest, explore and have fun. Staff have a positive attitude towards equal opportunities issues, all children are valued and their individual needs are well supported. A sensitive and appropriate approach is adopted by the staff towards children's behaviour management. Parents receive relevant information about the setting and parents are informed on a daily basis about their child's activities. Staff make themselves available to give feedback about their children's learning and development. The nursery maintains excellent and effective records, policies and procedures.

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What has improved since the last inspection?

At the last inspection the provider was asked to comply to recommendations made by environmental health and food safety. The fan in the kitchen has now been refitted with a grill to prevent debris falling through from outside. This ensures that the area is kept free of any harmful particles that could contaminate food products. The provider was also asked to comply with ACPC procedures and guidance. This is now in place 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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What is being done well?

• The staff work well to provide a broad range of activities that are appropriate to the age and development of the children attending. Activities offered are balanced and stimulating to support children's learning and development. • There is an effective policy for children's behaviour management which is successful in practice. Staff praise good behaviour and encourage the children in their daily activities. • There is excellent partnership between parents and staff. The key worker system ensures parents are fully consulted about the needs of their children.

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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 • the toileting arrangements to ensure that children cannot lift the lid on the paper towel dispenser.

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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 4 Ensure staff are vigilant when children are using the toilets.

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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?

Happy Child Day Nursery is a very good quality provision and children are making very good progress towards the stepping stones of the early learning goals. The quality of teaching is very good. Staff have a very good understanding of the stepping stones towards the early learning goals. They plan a well balanced curriculum to help children to achieve their individual learning intentions. Staff provide very good support and set achievable challenges to sustain children's interest and enthusiasm to learn. A key strength in communication, language and literacy is the staff's ability to skilfully engage children in conversation and to encourage their thinking. Staff manage children's behaviour very well and this helps them to concentrate and to be highly involved in activities. The leadership and management is very good. Strong management skills enable the staff to work very effectively as a team. The manager and staff have high levels of

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How effective is the nursery education?

expectations for children's individual learning and emphasis is placed on learning at their individual pace. The manager actively seeks advice for staff working with children who have special needs. Staff build very good relationships with other professionals to provide very good support and suitable challenges for children. The manager has steered the staff team successfully through changes to provide very good nursery education for the children. Partnership with parents is very good. Parents are very well-informed about their child's progress towards achieving the stepping stones. Good quality written reports are provided twice a year at parent evenings. Parents are very well-informed about the nursery curriculum and activities on offer. Parental involvement is encouraged and this has a positive effect on how the children learn as they transfer new skills between nursery and home life.

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What is being done well?

• Staff have a very good understanding of the Foundation Stage of Learning. The planning, preparation and evaluation of activities is very good. The staff are fully aware of the children's individual progress towards the stepping stones and they provide suitable challenges and support. • Children benefit from effective teaching skills to help them to be independent. All resources are easily accessible and children are encouraged to develop their imagination and own ideas. • A key strength in communication, language and literacy is due to the staff's abilities to skilfully engage children in conversation and to introduce new vocabulary. • Children's pre-writing skills are promoted very effectively through a range of opportunities to write for a purpose, for example, appointment books, lists

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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 and prescriptions. • A key strength lies in the managers ability to lead the staff team and to successfully manage change when improving the nursery education for children.

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What needs to be improved?

• the new staffs' knowledge of the Foundation Stage of Learning.

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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's confidence and self-esteem are built up by staff who are sensitive to their needs and know them well. They have excellent opportunities to develop their independence skills when choosing between activities, selecting resources for themselves and taking care of their personal needs, such as washing hands. Children are very well-behaved. They are taught to share fairly, take turns and to be considerate to others.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children are confident speakers and they initiate conversations with adults and each other. Staff encourage children to express their own thoughts and ideas during practical activities. Children have good opportunities to link sounds to letters: to name letters of the alphabet; and to write for a purpose during role play. Children recognise their first names and are beginning to write these correctly with well-formed letters. Children enjoy stories and they use books to find out information.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children are able to count beyond 10 with increasing confidence. They are developing an understanding of simple addition and subtraction through number rhymes, such as five current buns. Children explore position, size, and quantity, and solve mathematical problems during sand and water play. They use mathematical language correctly during their play, for example, bigger than. They enjoy recreating patterns with pegs and compare shapes to familiar objects.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children have very good opportunities to learn about the natural world, for example, growing plants and studying mini-beasts. They are learning about information, communication and technology. They confidently use the computer, magnifying glasses, stethoscope and telephones. Children enjoy using their imagination when building and constructing, using a wide range of tools and materials to join and assemble, for example, scissors, ribbon, glue, boxes, lentils and paint.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Outdoors, children are set challenges to develop their physical skills and awareness of space. They competently steer wheeled toys around cones and stop and go at the traffic lights. They are developing good control of their bodies as they jump, crawl, climb and balance along planks. Children are taught to handle small objects through threading, posting, picking up and releasing. They learn about healthy living, for example, nutrition and caring for hair and skin.

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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 very good opportunities to explore colour, shape, space, texture and form in two and three dimensions. They respond enthusiastically to what they see, hear, smell and touch, for example, mini-beasts. Children enjoy singing a range of songs and they participate enthusiastically in music, movement and stories. They experiment during role play with a range of resources, for example, the 'Doctors Surgery' with medical tools and equipment.

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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 significant weaknesses to report, but consideration should be given to the following: • the knowledge and understanding of the Foundation Stage of Learning for new staff.

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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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