Keep Guard Day Nursery

INSPECTION DETAILS

Inspection Date 20/10/2003 Inspector Name Heather Jeanette Knox

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Keep Guard Day Nursery Setting Address The West Wing, The Keep Walcourt Road Kemston Bedforshire MK42 8SJ

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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

The Keep Guard Day Nursery opened in 1996. It comprises of a nursery which offers full day care for children aged six weeks to five years, and an out of school club and a holiday club for children aged five to eleven years. It operates from The West Wing, The Keep in Kempston, Bedfordshire. The nursery has use of one wing of the building and uses the basement and first floor areas. The two to five years olds are cared for in the basement and have use of five rooms. Children under two are cared for in two rooms on the first floor. The out of school club has use of two rooms on the first floor. All children have access to a secure outdoor play area. There are currently 76 children from 0 to 8 years on roll. This includes nine funded three year olds and nine funded four year olds. Children attend for a variety of sessions, their hours of attendance vary to suit the working hours of their parents. The nursery offers the parents the choice of full day care or mornings or afternoon

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Information about the setting

session. None of the children speak English as an additional language but the setting currently supports children with special needs. Children are drawn from a wide catchment area as most of their parents travel to work in and around Bedford. The group opens five days a week all year round. Sessions are from 0800 until 1800. The children who attend the out of school club are collected from local schools by minibus. Fourteen full time staff work with the children. Over half the staff have early years qualifications to NVQ level 2 or 3. Three staff are currently working towards a recognised early years qualification. The nursery also employs a cook and a secretary. The setting receives support from a teacher from the Early Years Development and Childcare Partnership (EYDCP).

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How good is the Day Care?

The Keep Guard Day Nursery provides a good standard of care for children. All aspects of the provision are well organised and effective use is made of staff, space and resources to ensure that all children are well cared for. Staff are guided by an

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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 agreed set of polices and procedures which they understand and consistently implement. High priority is given to ensuring the children's safety within the building. Staff also actively promote equal opportunities and children are encouraged to have respect for individual backgrounds. Good support is given to children with special educational needs. Staff have an effective key worker system which enable them to establish good relationships with all the children and their parents. In the baby unit staff ensure the children have consistent routines and complete a daily diary to keep parents fully informed of their child's day. In the pre-school area children are provided with interesting activities and they are encouraged to develop their independent skills.

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How good is the Day Care?

The out of school club and playscheme offers children a relaxed environment in which they can self select their own activities. However, although experienced, the staff running these sessions need further training to meet current standards. The nursery has a good relationship with the parents and carers. Staff talk to the parents on an informal basis when they leave and collect their children, and there are regular opportunities for parents to consult with staff regarding their child's progress.

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How good is the Day Care?

Documentation is in place and is well organised to support the management of the setting, Staff need to ensure childrens records are kept up to date and the daily register in the out of school club, records when children leave.

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What has improved since the last inspection?

At the last inspection the nursery agreed to produce an operational plan, provide a report from an environmental health officer and ensure children could not access the mini cooker. The operational plan is now in place and is followed by the group. A visit was made by the environmental health in June this year and a report is on file. The mini cooker is now inaccessible to the children.

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What is being done well?

• Provision for babies and children under two is very good. Staff give good attention to meeting babies needs and exchange daily information with the parents. They plan activities to give the babies and toddlers interesting sensory experiences. • Documentation is very well organised to support the management of the setting. Comprehensive polices and procedures are in place to cover all standards. • At the out of school club the children take part in a wide range of activities. They are able to choose their own games and make choices and decisions about the equipment for their creative work. • The nursery gives strong emphasis on equal opportunities. Staff encourage the children to treat each other with respect and they are developing an understanding of each others cultures through resources, activities and

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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 discussions.

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An aspect of outstanding practice:

The nursery plans a wide range of activities for all age ranges to provide the children with different experiences to promote their growth and development. All children are able to select from a choice of activities and older children are able to independently choose their own resources and equipment.

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What needs to be improved?

• the training of staff working in the out of school club; • the recording of information in the childrens files and in the daily registers.

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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 ensure the registration system for the out of school club shows the times of departure of the children; 3 ensure all staff use their observations to plan children’s next steps in development and learning. 2 develop an action plan that sets out how staff training and qualifications requirements will be met for the out of school club

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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 Keep Guard Day Nursery is of high quality. Children are making very good progress towards the early learning goals. The quality of teaching is very good. Staff have a secure knowledge of the foundation stage and plan a variety of interesting and practical activities for the children. All children are encourage to express their ideas and staff effectively challenge the children and enable them to use their own knowledge. There is a good range of resources which are used effectively to support learning. The children are well behaved and share and take turns when using the equipment. Staff provide good support for children with special educational needs. The use of assessments is generally good. Staff check and record childrens' progress towards the early learning goals and use this information to set future targets. Leadership and management is very good. The owner/manager has clear aims and

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How effective is the nursery education?

values which she shares with the staff. The staff work well together and are supportive of each other. They are aware of their roles and responsibilities during the day. Good structures are in place to help monitor and evaluate the quality of the educational provision. Staff also use the support of external advisors. The partnership with parents and cares is very good. Parents are welcomed into the nursery and are provided with detailed information about the provision. New parents receive a comprehensive welcome pack which informs them about the foundation stage. Staff talk to the parents when they leave and collect their child and offer them regular opportunities to discuss their child's progress. Parents receive six monthly reports on their child's development and have the opportunity to contribute their views

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What is being done well?

• Relationships between staff and children and their parents is good. These help children to develop their confidence and support all aspects of their learning. Children enjoy attending and are interested in the activities available. • The children are well behaved and have a good understanding of right and wrong. They are able to play cooperatively and share and take turns with the equipment. • Children early literary skills are well fostered through planned activities and resources. They enjoy using books and have a sound understanding that print has meaning which they incorporate into their own writing. • Children's physical skills promoted effectively through a stimulating range of indoor and outdoor activities.

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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

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What needs to be improved?

• the details on the short term planning.

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What has improved since the last inspection?

The nursery has made very good progress since the last inspection and this as had a positive effect on children's learning. Long, medium and short term plans have been extended to cover all the areas of learning and now provide a balance across the six areas. All staff are involved in the planning procedure and are aware of their individual roles and responsibilities. A new welcome pack has been produced for new parents giving them comprehensive information about the setting including details on the foundation stage.

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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 The children have good relationships with each other and the staff. They play cooperatively and share and take turns when using the equipment. The older children help and support those younger than themselves. The children are confident and enjoy taking part in the different activities, They are well behaved and have an understanding of right and wrong. Children respect each other and have an awareness of other peoples needs.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children enjoy looking at books and having stories read to them. Older children are able to recognise and write their own name and children have many opportunities to write for a purpose in the role play scenarios. Children are developing their concentration span and are able to sit and listen to story tapes. They enjoy sharing their views and ideas in both large and small groups. Children are beginning to link sounds with letters. Many older children can confidently sound out their own name.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children are very competent at counting and recognising numerals. They use numbers in structured activities and in general play. Children are able to compare and discuss numbers. They know that six is more than three and use their mathematical knowledge to solve problems when building and constructing. Children effectively use the computer to sort and match according to shape, colour and size. They frequently use mathematical language to talk about objects being bigger, smaller or the same size.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children effectively construct and design as they use the woodwork bench, recycled materials and commercial construction kits. They regularly take part in cooking and explore how ingredients change as they are mixed and baked. Children plant vegetables and flowers and follow their growth in the garden. Children are developing a good understanding of other cultures and beliefs as they listen to ethnic music and talk about different customs. Children are very competent at using the computer.

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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 Children are very capable of using a range of different equipment to develop their physical skills. They effectively use hammers, nails and saws to cut and join, they thread pasta and beads onto laces and use trowels and fork to move leaves. Children move confidently and with care and control as they balance on tyres and logs and use pedals on the bikes. They recognise their own bodily needs as they take off their jumpers when they are hot and help themselves to a drink when they are thirsty.

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CREATIVE DEVELOPMENT

Judgement: Very Good Children enjoy experimenting and exploring a range of materials including playdough, clay, jelly and shaving foam. They effectively select resources to create their own pictures and collages. Children enjoy singing, listening to taped music and playing with the wide range of musical instruments. They have opportunities to use their imagination in the different role play areas. They regular take part in cooking and bake cakes, bread stick and make Indian sweets.

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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; • develop the short term plans to identify the activities which support the planned learning outcomes, and show the staffs role in supporting this learning.

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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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