Epping Forest College

INSPECTION DETAILS

Inspection Date 19/05/2003 Inspector Name Chris Mackinnon

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Bright Start Nursery Setting Address 1 North Road Brighton East Sussex BN1 1YA

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ORGANISATION DETAILS

Name Brighton & Hove City Council Address Human Resources Brighton Town Hall,Bartholomew Square Brighton East Sussex

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ORGANISATION 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

Bright Start Nursery has been registered for fourteen years and is the workplace nursery for Brighton & Hove Council employees. It provides full day care for a total of fifty-five children aged under five years, with twenty-two aged under two years and six aged under one year. Overnight care is not provided. There are six main care rooms arranged to meet the needs of different ages. There are currently two SEN children attending and the staff are also able to work with children with English as an additional language. There is a large and experienced staff team, all with relevant childcare qualifications or in the process of training. The nursery is open Monday to Friday from 8.00 to 6.00 all year. The nursery is situated in central Brighton on the ground floor of a council owned building, close to the Prince Regent swimming pool. There is a safe and secure outdoor play area.

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How good is the Day Care?

The standard of the care provided for children is good. Staff give high priority to working closely with the children and demonstrate a good knowledge of the needs of pre-school and younger aged children. Areas used for childcare are welcoming and very well resourced with a wide range of well presented play and learning materials that are inviting and stimulating to children across the age range. Staff have a good understanding of safety and carry out regular risk assessments that include the outdoor play area. The standard of the documentation, record keeping and policy material is good, but there is a need to review the nursery's sick-child policy. Staff are experienced in working with children with special needs and are able to follow individual care plans to ensure all children are included in the activities. Staff also encourage children to have a positive attitude to others and a good understanding of other cultures.

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How good is the Day Care?

The quality of the care and learning provided is good across the age range, with an effective key-worker system in place to support children's individual development.

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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 Staff have good knowledge of the early learning goals, providing well planned activities and play-themes that encourage language skills, mathematical thinking, literacy and creativity. The children are involved in activities and are encouraged to explore, investigate and relate well to others. There is a good partnership with parents, staff are supportive and provide regular information on children's progress. There is a need to involve parents more in the nursery's early learning themes, but overall, the many parental comments received were positive and praised staff for their warmth and knowledge of individual children.

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What has improved since the last inspection?

Since the last inspection,the nursery has undergone some structural alterations. The nursery now has additional clear floor space and an extra toilet and wash hand basin has been installed. New play and learning resources have been obtained, particularly to support the children's understanding of other cultures and knowledge of the world.

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What is being done well?

• The nursery provides good quality activities and early learning projects that are organised to encourage the development of all the children. • The areas within the nursery are well organised with a plentiful and rich supply of stimulating play and learning resources. • The nursery demonstrated a sound understanding of the need for safety, with good security procedures, regular risk assessments and staff aware of their roles and responsibilities. • The nursery provide a range of resources and activities that reflect diversity. The staff have a good awareness of the need to be inclusive when organising activities and to promote equality of opportunity and anti-discriminatory practice. • The nursery works well to support special needs children, with trained and experienced staff able to meet children's individual needs. Staff work closely with parents and other agencies.

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An aspect of outstanding practice:

An outstanding aspect of practice has been identified with the nursery's presentation of a well organised world-awareness project, including a colourful world-map wall display, created by the children, which the children add-to over the weeks as new information is gained about different countries, their location, language, food, customs and culture. This activity has considerable impact on the children, widening their awareness and development within several learning areas, particularly with their knowledge and understanding of diversity.

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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 • revise the written policy for a sick child and action to be taken in an emergency.

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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 7 review written policy for a sick child and action in emergency

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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 nursery education at Bright Start nursery is generally good. The children are making generally good progress in most areas of learning. Progress in personal social and emotional development and knowledge and understanding of the world is very good. Children are confident and motivated to learn. The nursery provides a friendly environment in where children are building good relationships with adults and peers. The quality of teaching is generally good with some very good aspects. Staff have a good knowledge of individual children and develop positive relationships with them. They are effective in supporting children who are less confident and also challenge the more able child by open ended questions. Staff working with four year old children have a good knowledge and understanding of the early learning goals and stepping stones. They give constant praise and encouragement helping to increase independence and children's self-esteem. Staff

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How effective is the nursery education?

make good use of the equipment and resources. Staff offer good support for children with special educational needs. Leadership and management are very good. Staff work well as a team and effective planning and good communication ensures they provide a well balanced programme for children. Staff are committed to improving care and education. The nursery is committed to training with an ongoing programme for all staff. Staff are well deployed within the nursery and participate in children's activities. Partnership with parents and carers is very good. Parents receive good quality information about the setting and provision. Parents and staff work together and share information about children's individual needs. Positive relations have been established between staff and parents and a welcoming and supportive environment ensures parents are comfortable in communicating their ideas and concerns about their child's learning.

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What is being done well?

• Children are making good progress in all areas of learning. They play an active role in their own development. • Staff create a well balanced planned stimulating environment where children learn from a range of practical activities, making use of daily routines and opportunities to extend their learning. • Children are confident, work well together and take initiative. • Children's behaviour is good and they have developed positive relationships with adults and peers. • Staff are very committed to the improvement of the nursery and work well together as a supporting team.

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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 • Staff offer good support for children with special educational needs. They work closely with parents and others to ensure children's individual needs are met.

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What needs to be improved?

• extend 3 year olds opportunities to learn about mathematics; • opportunities for children to have access to large physical resources.

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What has improved since the last inspection?

Suitable action was taken to improve and stream line written planning. The book area has been made more inviting and stimulating.

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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 are making very good progress in Personal, social and emotional development. Children are confident, support each other in small group activities and interact well with staff. Staff encourage children to become confident as speakers and starting to value what others say. Behaviour is very good and children feel valued by staff. Their confidence and independence is promoted through support of staff and easy to access resources.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children making generally good progress in communication, language and literacy. Their spoken language is developing well and they express how they are feeling and contribute their own ideas and thoughts to discussions. Children enjoy exploring books.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children are making generally good progress in mathematical development. Children use numbers daily by counting. Four year old children can name and recognise basic shapes. Children can explore pattern and numbers independently through available activities. Opportunities for three year old children to develop mathematical language is limited.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children's knowledge and understanding of the world is very good. They had many opportunities to increase their awareness of the natural world and have access to the actual materials, to stimulate their curiosity and investigative skills. Children visit the local environment, learn about people and places and become familiar with their immediate surroundings.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children's progress in physical development is generally good. They are confident in using a variety of construction equipment and can handle tools safely and with control. Children demonstrate the good sense of space and moved confidently during physical activities. Physical play is well planned and children have opportunities to use equipment. Children learn about the importance of hygiene and how to keep themselves healthy.

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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's progress in creative development is generally good. They enjoy using their imagination and expressing their ideas in a variety of different ways, for example through role-play and telling stories. Children have free access to explore a range of materials. They enjoy participating in singing and music sessions and have built-up a wide repertoire of songs and action rhymes.

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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

• use everyday daily routines to help develop mathematical skills for younger children. • develop procedures to ensure plans are evaluated effectively. 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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