Wishing Well Day-Care Limited

INSPECTION DETAILS

Inspection Date 30/09/2003 Inspector Name Marian Bvumburai

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Wishing Well Daycare LTD Setting Address 25a Endyke Lane Cottingham North Humberside HU16 4QD

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REGISTERED PROVIDER DETAILS

Name The partnership of Wishing Well Day Care

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ORGANISATION DETAILS

Name Wishing Well Day Care Address 25a Endyke Lane Cottingham North Humberside HU16 4QD

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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

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?

Wishing Well Nursery provides very good quality education where children make very good progress in communication, language and literacy, knowledge and understanding of the world, physical, creative and mathematical development. They make generally good progress in personal social and emotional development, however the development of managing personal hygiene could be improved upon. Teaching is very good with some excellent aspects. Staff are confident, highly motivated and have good knowledge of the early learning goals, ensuring that all areas of learning are effectively covered. Planning is undertaken by key staff who work with the three and four year olds, with mentoring Early Years teacher support and advice. Behaviour management is very good; the children are well behaved and respond well to praise, encouragement and a consistent approach. Staff readily praise children for behaving appropriately, and gently remind them of the set

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How effective is the nursery education?

boundaries should it be deemed necessary. Children are given responsibilities, and choices, for example they are asked what they would like to do. Children are well behaved and staff maintain consistency. Very good relationships between the staff and children have been formed. Sound leadership and management offers good support for staff, who benefit from 'open door policy' informal consultations and appraisals. The setting has a high level of awareness of its own strengths and weaknesses, recognised through suggestions from parents and staff, good systems for monitoring and evaluating all aspects. Strong emphasis is placed on improvement of the care and education for all children. Partnership with parents is very good. They are given useful information about the setting and their children's progress, and have access to well recorded individual children's profiles. Parental inclusion is highly valued and emphasized upon

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How effective is the nursery education?

enhancing the good teamwork, friendly and trusting relationships that have been formed.

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What is being done well?

• Staff encourage and nurture children's good behaviour through praise, and closely working with children and their parents. • Children have good self esteem and confidence, and are able to form friendships and relate well to adults. • Most children are able to use language to imagine, recreate roles and experiences, and can speak clearly and have good vocabulary. • Staff plan purposeful, interesting and stimulating activities to support learning, and are skilful at asking open ended questions to help children think and extend their learning.

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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 • Four-year-olds write recognisable letters in sequence to spell their names and three-year olds demonstrate hand-eye co-ordination. • All children are able to develop maths ideas and methods to solve practical problems, through practical activities, and some children count reliably to 10 and they practice simple addition and subtraction through nursery rhymes and songs and practical activities, using language such as 'more' or 'less'. • Opportunities are created for children to explore and investigate their environment, and they curiously ask questions about why things happen and how things work. • Children learn about the variety of cultures and beliefs in society through practical activities such as Christmas and Chinese New Year celebrations, topics like transport around the world, and different families.

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What is being done well?

• All children have access to physical development opportunities in all areas. For example, some three and four-year olds were confidently using shape cutters, their own hands, and rolling pins, rolling out play dough and creating desired result. Children use a range of small and large equipment, for example, during outdoor play the children play on bikes, run around, moving with confidence and some with imagination and with safety.

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What needs to be improved?

• Opportunities for children to practice, and continue developing and managing personal hygiene skills.

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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: Generally Good Children are well behaved and express concern for others. They are able to form friendships, know each other's names and relate well to adults. They have good self esteem and confidence, are receptive to new ideas and are inquisitive and willing to explore. Most of the chdn are able to maintain attention, concentration and sit quietly when appropriate.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Most children are able to use language to imagine, recreate roles and experiences and can speak clearly and fluently and have good vocabulary. Staff are skilled at asking open ended questioning to help children think logically and to extend vocabulary. Most children listen with enjoyment and respond to stories, and songs, understanding of elements such as main character, and sequence of events. Some children write recognisable letters, generally correctly formed.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good All Children are able to develop maths ideas and methods to solve practical problems, through practical activities, and some children count reliably to 10. All children practice simple addition and subtraction through nursery rhymes and songs and practical activities, using language such as 'more' or 'less' The more able 4 year olds children can solve some simple problems such as how many scones they need in order to all one. Children are able to recognise numerals and use number names.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Three and four year olds enjoy opportunities created through good planning by staff, to explore and investigate their environment, and they curiously and ask questions about why things happen and how things work. Children learn about the variety of cultures and beliefs in society through practical activities such as Christmas and Chinese New Year celebrations, topics like transport around the world, and different families.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children's physical development is fostered in all areas through well planned activities. All children have access to physical development opportunities in all areas. Children confidently use a range of small and large equipment, for example, during outdoor play the children ride bikes, and playfully run around with friends. They show awareness of changes that occur to their bodies when the are active, talking about feeling tired and hot after running around.

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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 Carefully thought planned activities help to ensure that children's interest in creative activities is well fostered and children are highly motivated and interested. Children explore colour, texture, shape, sound and space through a variety of materials such as, sand, water, printing and writing materials, and play dough. Three and four year olds are able to express their feelings well through music and movement.

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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: • Provide opportunities for children to practice, and continue developing and managing personal hygiene skills.

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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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