Precious Ones Nursery

INSPECTION DETAILS

Inspection Date 23/02/2004 Inspector Name Hilary Murden

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Precious Ones Nursery Setting Address Austin Burke Memorial Centre 196 Chapeltown Road, Chapeltown Leeds West Yorkshire LS7 4HZ

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REGISTERED PROVIDER DETAILS

Name The Committee of Precious Ones Nursery

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ORGANISATION DETAILS

Name Precious Ones Nursery Address Austin Burke Memorial Centre 196 Chapeltown Road,Chapeltown Leeds West Yorkshire LS7 4HZ

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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

Precious Ones Day Nursery is located in an inner city area of Leeds. The nursery is owned and managed by The Church of God of Prophecy and operates in purpose built accommodation. The open plan nursery is registered for 35 children between the ages of 3mths to 5yrs of age and currently there are 4 3YO and 3 4YO attending. The nursery opens from 8am until 6pm each weekday except for bank holidays. Three members of staff work directly with the 3 & 4YO including the leader who has qualifications and 2 assistants. The nursery has teacher support through the EYDCP.

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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?

Three and four-year-old children attending Precious Nursery are making good progress overall towards the early learning goals. Very good progress is made in personal, social and emotional development and generally good progress in the other five areas of learning. Staff are developing their knowledge of the early learning goals and they plan a wide range of interesting focused activities. Good interaction with children encourages participation and responses. High expectations of behaviour result in children's positive approaches to learning. The accommodation and resources are used reasonably well to support learning, particularly during focused activities. However, there is some lack of organisation of the different areas of provision to support children's learning in free choice activities. Staff know the children well, although observations of children's responses to learning are not consistently recorded across

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How effective is the nursery education?

the six areas to show how children are working towards all the early learning goals. The nursery has very good relationships with parents and provides a valuable service to the local community. Staff are welcoming and approachable. Parents are given good information initially about the Foundation Stage Curriculum. Plans are displayed, although not in a prominent place for parents to see what activities are ongoing. Staff talk to parents regularly about children's progress and there is encouragement to look at children's records. However, a system to ensure consistency of recording has yet to be established. The staff team benefits from the experience of the officer-in-charge who together with the pre-school leader, has worked hard to develop the education provision. Staff have received very good support through the EYDCP and show committed to the improvement of the provision for all children. At present, staff have not adopted a

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How effective is the nursery education?

clear system for evaluating and monitoring the effectiveness of the education provision.

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What is being done well?

• Children are confident and show enthusiasm and excitement for learning. Behaviour is very good; children know what is expected of them and they have very good relationships with each other and with staff. • Children have good opportunities to represent meaning through writing and drawing. • Children show good understanding of mathematical ideas relating to size, shape and quantity. • Staff interact very well with children during well-planned activities designed specifically for the older children.

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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

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What needs to be improved?

• Organisation of different areas of provision to enable children to work towards the early learning goals in free choice activities. • Planning for outdoor play to ensure that children take part in a wider variety of challenging activities. • Development of the assessment system to include ongoing observations in all six areas of learning.

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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 make very good progress in Personal and Social Development. Children are confident and show excitement and enthusiasm for learning. Behaviour is very good; children understand right and wrong and what is expected from them. They have very good relationships with each other and with staff and they learn to co-operate and share. They show concern for the younger children in the nursery. Children have respect for each other, especially people who have different cultures and traditions.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children are making generally good progress in Communication, Language and Literacy. Children use language to engage in meaningful conversations, express ideas and develop their imagination. They enjoy listening to stories and often help to retell a familiar tale. Children are beginning to link sounds to letters but through formal activities. They represent meaning through drawing and writing for different purposes. Some children are beginning to write and form letters.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children are making genarally good progress in Mathmatical Development. Children have good counting skills and some are able to say how many objects in a group without having to count. However, the older and more able children do not extend counting to adding and subtracting in practical activities. Children use their mathematical knowledge to solve problems in water play using volume,capacity and measure. They recognise and name shapes and have a good awareness of pattern.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children are making genrally good progress in Knowledge and Understanding of the World. Children learn about the environment and the natural world through topics, exploration and displays, learning about the properties of ice, and digging for worms. Children talk readily about their families and events and welcome visitors to the nursery to talk about their work. They learn about other cultures and traditions and places in the world.

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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

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children are making generally good progress in Physical development. Children have good control of movement and move about indoor and outdoor space carefully. Their control of wheeled toys is very good; they show good awareness of space as they ride around excitedly. Children have very good hand eye co-ordination and use pencils, scissors and 'small world' equipment with control. The children are not sufficiently challanged during outdoor play.

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CREATIVE DEVELOPMENT

Judgement: Generally Good The children are making genarally good progress in Creative Development. Children respond to a good range of creative activities linked to topics, for example, painting mini beasts from observation. The older children produce some excellent detailed drawings to represent their ideas. However, children do not select design materials freely which limits spontaneous expression. They enjoy singing, using musical instruments, listening and responding to different styles of music and imaginative play.

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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 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 different areas of provision to enable children to work towards the early learning goals in free choice activities as well as in focused activities • extend planning for outdoor play to ensure that children develop new skills through a wider variety of challenging activities. • ensure that observations of children's responses to learning are recorded consistently in the six areas and used as a guide to future planning and to share with parents

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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 Section 122 of the School Standards and Framework Act 1998

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