St Aidan's Catholic Primary School

INSPECTION DETAILS

Inspection Date 09/03/2004 Inspector Name Ruth Tharme

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Walkers Private Day Nursery Setting Address St David's Walk Church Street, Moreton - in - Marsh Glos GL56 0LT

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REGISTERED PROVIDER 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

Walkers Private Day Nursery is located in the rural market town of Moreton-in-Marsh. It is within walking distance of St. David's Primary School, the library, park and local shops. The nursery serves the surrounding area. There are currently 53 children on the roll aged between 2 and 8 years. There are 19 funded 3-year-olds and 13 funded 4-year-olds attending. The nursery supports children with special needs. There are currently no children attending who speak English as an additional language. The nursery is open throughout the year, with the exception of bank holidays and a two-week break at Christmas. Session times are between 08.00 and 16.00. Out of School care is also provided. A team of five full-time staff are employed and three members of staff are qualified nursery nurses. The other two staff members are currently on training programmes. The nursery receives support from a Foundation Stage Consultant through the Early

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How good is the Day Care?

Walkers Private Day Nursery provides satisfactory care for children. Families are greeted warmly at the friendly and welcoming nursery. Staff are well deployed to ensure that children are adequately supervised at all times and there is a high regard for security. Most staff hold relevant first aid qualifications and there are clear procedures in place for the administration of medication. There are difficulties with meeting the recommendations in the National Standards with regard to washroom and nappy-changing facilities. Staff treat children appropriately when they are ill and most health and safety regulations are well implemented. There is a wide range of interesting activities for children to choose from. The extensive range of equipment is generally used effectively to support children's play. There is a particularly good range of resources which promote equality of

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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 opportunity. Staff are well informed about children's individual needs but do not yet use their observations and records of progress to help them plan for the next steps in children's play and learning. Children with special needs or specific dietary requirements are well catered for. A key worker system is in place and staff clearly have good relationships with the children in their care. Children are happy and confident at the nursery. Good manners are encouraged and staff use a variety of appropriate and sensitive strategies to manage children's behaviour, although these are not all reflected in the written policy statement. The relationship with parents is good. Staff use regular newsletters, open evenings

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How good is the Day Care?

and daily hand-over conversations to keep them informed about their children's progress. However parents must make a particular request if they wish to see any of the group's policies.

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What has improved since the last inspection?

At the last inspection there were two actions set. The first one required the nursery to put in place statements of the procedures to be followed in the event of a child being lost or uncollected. This has now been done. Staff are well informed about the correct procedures to follow and the information is available to parents on request. The second action was to expand the child protection statement to include procedures to be followed in the event of an allegation of abuse being made against a member of staff. Clear procedures are now included in the statement which is available to parents on request.

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What is being done well?

• Children are able to take part in a wide range of well-resourced activities which generally encourage their all round development. • There is an extensive range of good quality equipment and resources which promote equality of opportunity are plentiful. • There are effective procedures for dealing with children who are ill. An exclusion policy for children who are infectious is implemented, and parents are informed as soon as children become unwell. • The provision for children with special needs is good. Well-trained and informed staff work closely with parents and other professional to provide appropriate care.

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What needs to be improved?

• the use of observation and records of progress in planning for the next steps in children's play and learning • procedures to ensure that all health and safety regulations are complied with • the behaviour management policy to reflect current practice • parent's access to policy information.

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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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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 3 Use the observation and records of children's progress to plan for the next steps in their play and learning. 6 Ensure that all health and safety regulations are complied with. 11 Extend the written behaviour policy to reflect current practice. 14 Ensure that parents are well informed about current policies.

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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 for nursery education at Walkers Private Day Nursery is of good quality. It enables children to make generally good progress towards the early learning goals. The programme for communication, language and literacy is very good. Some aspects of the programmes for mathematical development and knowledge and understanding of the world are not emphasised sufficiently by staff. The quality of teaching is generally good. A range of activities are planned in advance. They are generally well resourced and attractively presented. However staff do not have a clear understanding of the Foundation Stage. Planning covers all areas of children's learning but it is not currently based on the assessment of individuals so challenges are sometimes inappropriate for some children. Children behave well, influenced by calm and sensitive staff. Activities are generally well managed although occasionally during group sessions younger children loose

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How effective is the nursery education?

interest and some creative activities are limited by adult expectations. A basic system is used to check and record children's progress. Staff observe children during daily focus activities and have recently begun to record progress against the stepping stones. The leadership and management of the nursery is generally good. The well-established team have clearly defined roles. They evaluate activities and monitor children's progress as a measure of their effectiveness. Staff are keen to improve their provision but rarely seek outside help, support or guidance from outside agencies. The partnership with parents is generally good. Parents are well informed about the setting but are given little information about the Foundation Stage or the curriculum the children are following. Staff share information about children's progress but do not encourage parents to contribute what they know about their child.

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What is being done well?

• The provision for communication, language and literacy is good. Staff question appropriately and encourage children in their learning. Children enjoy frequent opportunities to practise their skills. • Staff are well informed about the Code of Practice for the Identification and Assessment of Children with Special Educational Needs and implement it effectively.

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What needs to be improved?

• the provision for mathematical development, specifically opportunities for children to calculate

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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 knowledge and understanding of all staff with regard to the Foundation Stage curriculum • opportunities for children to create, design and make.

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What has improved since the last inspection?

At the last inspection there were three key issues and progress has been generally good. The first one was to 'use assessment regularly and productively to plan the next stage of learning for individual children, ensuring that high regard is given to the identification and assessment of special educational needs. Further develop teaching and assessment by monitoring the effective use of resources and accommodation'. This has been partly addressed. A well-trained member of staff now has responsibility for the identification and assessment of children with special educational needs and is supporting them effectively. However the observation and assessment of individual children has yet to influence planning sufficiently. Staff are generally well deployed to support children but the accommodation is used ineffectively when some children are sleeping. The second key issue was to 'extend planning in mathematics to increase children's

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What has improved since the last inspection?

opportunities for problem solving and number operations such as adding and subtracting with practical objects. Focus on easy access and use of resources to ensure equipment and materials are used most effectively'. There is now a good range of easily-accessible resources available to children. However staff do not actively encourage children to calculate. The third issue was to 'seek out training in the teaching of the formation of upper and lower case letters and writing development for those children who are ready and beginning to write their names and familiar words'. Staff have taken effective steps to address this issue. Labels are now written appropriately and staff support and encourage more able children to form letters correctly.

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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: Generally Good Children settle quickly to their activities and concentrate for long periods. They speak confidently in front of the group and discuss their feelings freely. There are firm friendships forming and children play co-operatively together. Children behave well and respond positively to calm and sensitive staff. Opportunities for children to develop their independence are limited. There is a clear sense of community and children take part in local events such as carol singing.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children speak confidently with each other and to adults. They talk about their homes, lives and experiences encouraged by staff who ask appropriate questions. Children clearly enjoy stories and make use of a well-presented book corner. They enjoy making marks, lists and messages as part of their role play. They recognise letters and make the correct letter sound. More able children write their own names, forming the letters clearly and correctly.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children count confidently to ten and beyond. More able children can count backwards from ten. Children recognise and name numbers and simple shapes. They measure using scales to balance and compare but there are few opportunities for more able children to calculate. Mathematical language such as 'big' and 'little' and 'empty' and 'full' is used correctly.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children enjoy exploring natural resources such as sand and clay. They learn about the natural world, care for their pet fish and the visiting cat. They make good use of information and communication technology such as the computer and electronic toys. There are few opportunities for children to practise designing and making skills. Children have a clear sense of time and confidently recount their past experiences. They learn about different cultures and beliefs celebrating various festivals.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children move confidently around the room and each other. They climb and jump but equipment which is too small, such as the tricycles, mean that children are unable to practise some skills. They have a good sense of space, sitting appropriately on the carpet at group times. They have a good sense of bodily awareness and learn about healthy eating. They use a variety of tools such as scissors, cutters and rolling pins with confidence and skill.

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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: Generally Good Children use their senses to explore a variety of materials such as sand or clay. They enjoy creative activities but are unable to create spontaneously as resources are only available during focus activities organised by adults. Children sing enthusiastically, matching actions to words during 'If you're happy and you know it'. They make good use of the wide range of role play resources and act out their own 'stories'. They use facial expressions and words to express themselves effectively.

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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

• Increase the knowledge and understanding of all staff so that the curriculum can be planned and implemented more effectively. • Provide opportunities for children to calculate. • Provide resources and opportunities for children to be creative and to practise designing and making skills during free-play.

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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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