The Canterbury Centre

INSPECTION DETAILS

Inspection Date 06/07/2004 Inspector Name Angela Cole

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Abbeywood Tots Setting Address 97 Station Road Filton Bristol Avon BS34 7JT

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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

Abbeywood Tots opened in 1997 as one of a group of three private day nurseries in the area. It is based in Filton on the outskirts of Bristol. Children come from a wide area as the nursery is situated in a part of Bristol where there are a number of large firms and businesses. The nursery has sole use of a converted two-storey house. The premises include an upstairs unit for babies and children under two years of age. Downstairs, for older children, there is a main room, a smaller play/dining room and a conservatory. There is a rear garden with grass, patio and hard surfaces for outside play. There are currently 29 children from birth to under five years on roll. This includes nine funded three-year-olds and six funded four-year-olds. Children attend for a variety of sessions. The nursery cares for children with special needs. No children speak English as an additional language. The nursery is open from 08.00 until 18.00 for 52 weeks of the year. Eight full-time

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Information about the setting

and two part-time staff work with the children. One member of staff has teacher status, four have early years qualifications to level three and two to level two. The nursery is included in Bristol Education Authority's Early Years Partnership and is supported by a qualified teacher and area special needs co-ordinator. The nursery uses a revised High/Scope approach to teaching.

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How good is the Day Care?

Abbeywood Tots provides good quality care for children. The staff are well experienced and highly qualified overall. The nursery is efficiently organised. Detailed records and procedures are kept, though daily hours of attendance are not recorded. The operational plan is thorough and includes secure induction and training of staff. There is always an ample ratio of adults working directly with the children. The premises are clean and well maintained with bright displays of children's work. Very good quantities of high quality toys and equipment are available throughout the nursery, including many showing positive images 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 different backgrounds. Much is stored at children's height and made as accessible as appropriate. The children are safe and staff are highly vigilant at all times. Security and access to the setting are closely monitored to keep children and staff safe. Good health and hygiene are meticulously promoted through regular washing. The giving of medicine and first aid meets all requirements except for a few unsigned accident records. Drinks are provided regularly and staff are well aware of children's dietary needs. Snacks and meals are freshly prepared and some nutritious foods are always offered. All babies and children are highly stimulated to learn and make very good progress in each area of development. The small number of key adults know the children well

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How good is the Day Care?

and are always interested in what they say and do. All children are well included in the life of the nursery and their differences are actively valued. Those with special needs are strongly supported and their individual needs are effectively met. Procedures to manage behaviour are highly appropriate and consistently applied in a calm, caring environment. Families are warmly welcomed into the nursery and parents are closely consulted over their child's needs. Parents of both babies and older children are kept well informed about their care and activities through daily exchange of notes.

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What has improved since the last inspection?

This is not applicable as no actions were recorded after the last inspection.

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What is being done well?

• The grouping of children is sensitively considered. Older babies and children of all ages come together regularly throughout the day. As soon as they are ready, toddlers are brought downstairs to mix and learn from the older children who, in turn, learn to care for the younger ones. • Significant thought has been given to the layout of the nursery. A new porch has just been added to give families more room as they arrive and depart. The upstairs baby unit is light and welcoming with much display of the young children's experimenting, for example with paint. Sleeping children are close by so they can be frequently checked. The downstairs rooms are thoughtfully divided into learning areas and provide ample space for children's chosen play. • The nursery is highly equipped with a very wide range of stimulating toys and equipment. For babies, this includes miniature furniture to support standing, paper as well as board books, and treasure baskets full of interesting, safe

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What is being done well?

everyday items to investigate. Pre-school children have a good choice of toys and equipment and enjoy play, for example in a large imaginative area and at the computer. • Safety and security are given high priority in the nursery and risk assessment is completed on all areas of the provision. Sleeping children are effectively

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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 protected and regularly checked. Evacuation procedures are well known throughout the nursery. • Children are sensitively supported to be well behaved in the caring and homely atmosphere fostered by the nursery. Staff are excellent role models and skilfully encourage children to settle their own differences with support. Much meaningful encouragement and praise is given. • A warm and welcoming environment is provided for parents and children. Strong relationships are formed with many families. Staff follow parents' wishes closely, for example with regard to toileting. All personal details are kept highly confidential.

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An aspect of outstanding practice:

The care, learning and play of the children is outstanding. There is a stimulating range and balance of activities which helps all babies and children make very good progress in all areas of development. Key staff observe children closely and plan the next steps for their learning. Both babies and older children make appropriate decisions, explore and investigate and relate well to others. They are involved, interested and enjoy their play. They are significantly supported by adults who talk and listen to them, support them to plan and recall their activities in detail, and provide much encouragement for them to learn.

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What needs to be improved?

• the daily recording of children's and adults' actual hours of attendance • the procedures to make sure parents sign all records of accidents.

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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 2 Make sure the system for registering children and staff on a daily basis

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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 shows the actual hours of attendance. 7 Make sure parents sign records of accidents.

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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?

Abbeywood Tots provides high quality nursery education that enables children to make very good progress towards the early learning goals in all six areas of learning. The quality of teaching is very good. Staff are highly qualified and work well as a team. Planning is detailed with regular evaluation to link to the meticulous assessment of each child's progress in the stepping stones. Very good methods are used to teach both three and four-year-olds. Children plan and regularly recall their own free play, though only two or three actually go over their activities each session within the large group. Staff base learning on first-hand experience and make very good use of effective comments, clear instructions and appropriate questions. All children are effectively challenged to progress at their own level. The management of children and their behaviour is often excellent. The stimulating routine is effective

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How effective is the nursery education?

and fosters the caring and homely atmosphere. There is scope to improve children's independence at snack and meal times. The use of all available resources has been well considered to provide variety and exciting learning experiences. Those with special needs are particularly well supported throughout the nursery. Leadership and management of staff are very good. Adults are fully supported by clear leadership and the good role-modelling of key persons. All staff are willing and able to accurately assess the strengths and weaknesses of the education offered. They celebrate their successes and move forward on improvements. The setting has detailed plans for future developments and all those involved are highly committed to further improving the provision. The partnership with parents is very good. Families receive detailed information about the nursery and its curriculum in attractive welcome packs and plans posted

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How effective is the nursery education?

near the entrance. Parents have regular opportunities to be well informed about their children's progress.

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What is being done well?

• Children's personal, social and emotional development has many strengths. The nursery is highly successful in fostering children's confidence and providing opportunities for them to take the initiative and work independently. Children sustain very good levels of concentration as they persevere in their play. • Staff are highly skilled at encouraging children to develop their ideas through conversation and forming questions to encourage others to recall their play. Children are interested and responsive, often listening to each other very closely. Books and stories are highly enjoyed, and staff encourage and value children's developing writing skills.

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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 • Children's mathematical skills are highly fostered. Both staff and children include mathematical ideas and language in a range of activities throughout the day. Children confidently use such words frequently in their play, conversations and routines, including numbers, more, less, quantities and shapes. • Staff establish excellent relationships with the children. They are supportive and fun, while providing clear routines and boundaries that are familiar to the children. Adults foster most effective learning. They support children's own choices and interests, while offering direct teaching, for example in carefully considered comments and appropriate questions. • Effective links are formed with parents that are fostered by personal contact

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What is being done well?

and daily exchange of notes. These ensure that learning successfully built on children's experiences at home.

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What needs to be improved?

• the grouping at review times so that more children think and talk about their activities • regular opportunities for children to become more independent at snack and meal-times, for example in serving and clearing away.

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What has improved since the last inspection?

Staff have made very good progress on the action plan for a point of consideration from the previous inspection. They have addressed the weakness in the quality of teaching by reconsidering the assessment of children's progress. Staff now use a revised assessment record that covers the full range of early learning goals and stepping stones. This is effectively supplemented by detailed observations of children and regular use of communication books that are shared with parents. The improvements made have had a positive impact on children's 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 settle confidently and are interested and well motivated at both child and adult-led activities. They gain good self esteem as differences are highly valued, and confidently share their feelings. Children have excellent opportunities for choice and are independent in hygiene and dressing, though not at meal-times. They have warm, trusting relationships with adults and co-operate well with each other, caring for younger ones. Children are very well behaved and willingly help to tidy-up.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children develop very good listening and speaking skills and often tell their own ideas and stories, for example about a 'talking house'. New words are frequently introduced, such as 'reflection'. There is excellent linking of sounds and letters and children enjoy weekly French through play. They confidently read words around the room and enjoy looking at books and 'reading' to others. Children often create computer and magnetic letter words, as well as confidently writing their names.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children gain excellent understanding of numbers and often use them in their routines and play, for example when shoes cost 20p. They count reliably and confidently recognise numbers, even if upside down. Children accurately compare two numbers. They instantly know one, and even two, more and less, for example in songs and dice games. Children show particularly good use of language to describe shape, position and size to ask for 'semi-circles', choose the 'smallest' car and hide 'behind'.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children confidently recall their free play and family events such as swimming outings. They learn about the wider world through interesting visits and well resourced role-play, as in 'shops'. They explore a wide variety of different celebrations, including Diwali, using story and crafts. Children eagerly investigate many objects, living things and materials, for example to find those suitable for house building. Very good use is made of computer technology to support their learning.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

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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PHYSICAL DEVELOPMENT

Judgement: Very Good Both indoors and outdoors, children move imaginatively and confidently. They carefully tread around others in more confined spaces and safely climb and jump off equipment. They regularly recognise effects of activity on their bodies and discuss the importance of staying clean and healthy. Children have daily access to large and small equipment such as a balance beam, bikes and large balls to develop control and co-ordination. They gain very good fine motor skills to write, cut and paint.

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CREATIVE DEVELOPMENT

Judgement: Very Good Children's creativity is highly valued. They mix paint colours and feel interesting textures, for example in gardening and play with cornflour and water. They have excellent opportunities to use all their senses, including tasting fruit kebabs and looking in a mirror to choose skin colours. Very good imagination is shown in art, role-play and storytelling. Children sing confidently and explore loud and soft musical sounds. They enjoy a variety of action songs and move exactly on the beat.

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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 improving the following: • the children's involvement in reviewing their activities and managing meal-times.

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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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