Wilsic Road Day Nursery

INSPECTION DETAILS

Inspection Date 03/12/2004 Inspector Name Paula Fretwell

p.1

SETTING DETAILS

Day Care Type Full Day Care Setting Name Wilsic Road Day Nursery Setting Address 11 Wilsic Road Tickhill Doncaster South Yorkshire DN11 9JG

p.1

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

p.1

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.

p.2

Information about the setting

Wilsic Road Day Nursery is situated in Tickhill on the outskirts of Doncaster. The facility was registered in 1989 and operates from two rooms. There is an enclosed garden which has grassed and hard surfaced areas where children can play. The nursery serves families from the local area. There are currently 34 children from 2 to under 8 years on roll. This includes 12 children who receive funded nursery education. The nursery supports children who speak English as an additional language and children with special educational needs. The nursery opens five days a week from 08:00 until 18:00, throughout the year except bank holidays. Six members of staff work with the children. All staff have or are working towards early years qualifications. The setting receives support from a teacher from the local authority

p.2

How good is the Day Care?

Wilsic Road Day Nursery provides good quality care for all children in a friendly, safe and welcoming environment. Space for children's play and activities is mostly organised well to meet the needs of the children. There is a secure routine which children understand and enjoy and they can independently access a stimulating range of toys, equipment and opportunities indoors and outdoors. Most documentation, including policies and procedures which support the practice, is in place and stored confidentially.

p.2

How good is the Day Care?

Staff are observant of children and very vigilant about children's safety and security, implementing procedures well. Children are encouraged to be aware of their own safety in their play, and they follow good routines for health and hygiene, although there are only two hand washing basins. Snacks and meals are nutritious and

p.2

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 provided in appropriate quantities by the cook who is aware of children's individual needs. All children are valued and included in all aspects of nursery, and equal opportunities is promoted well. Staff have knowledge and understanding of the child protection procedures to follow in the event of a concern. There are excellent relationships between the children and staff. All children are welcomed and included, and receive good individual support and high levels of appropriate attention. Staff work well together to provide a wide range of interesting planned activities to support children's play and development. Children are very confident and happy and behaviour is managed with lots of praise and encouragement to promote their self esteem.

p.2

How good is the Day Care?

The nursery works closely with parents and carers to provide individual care for their children, and all parents are included. Regular effective communication between staff and parents ensures information is exchanged well.

p.3

What has improved since the last inspection?

There were several actions raised at the last inspection, which have mostly been addressed. The provider agreed to obtain parents' signed consent before administering medication and to seek emergency medical treatment. Signatures are mostly in place, and medication is well recorded. The provider agreed to ensure procedures are in place to check staff are suitably qualified and vetted. These are now in place. The provider agreed to submit an action plan to show how group sizes do not exceed 26. The group uses the quiet room to ensure there are no more than 26 children in one group.

p.3

What is being done well?

• Children have excellent relationships with staff and staff respond appropriately to each child's needs and interests. Staff interact very well with children and provide individual attention to support each child's needs. • All children and families are valued and welcomed within the provision and equal opportunities is promoted well. • Staff are vigilant about children's safety and security at all times. The environment is safe and effective procedures are in place to safeguard children indoors and outside. • Children's behaviour is managed positively and staff are very good role models for children, giving lots of praise and encouragement, promoting good behaviour and children's self esteem. Children are included in tasks to help within the routine which they enjoy, and behaviour is rewarded with the group's star chart.

p.3

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

p.3

What needs to be improved?

• fire detection equipment within the nursery building • contingency plans for children's use of hand washing facilities at busy times in the nursery • some documentation, to show children's dates of birth on registers, all parents' signatures against consent for emergency medical treatment, and relevant contact numbers on the child protection procedure.

p.4

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.

p.4

by the time of the next inspection

Std Recommendation 4 Consider how children can access additional hand washing facilities at busy times in the nursery. 6 Ensure adequate fire detection equipment is available within the nursery building. 14 Ensure documentation shows children's dates of birth on registers, parents' signed consent for emergency medical treatment and relevant contact numbers on the statement for child protection.

p.4

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

p.4

How effective is the nursery education?

Wilsic Road Day Nursery offers good quality education to all children. They are happy, confident and settled and they are making very good progress towards the early learning goals in most areas of learning. They make generally good progress in mathematical and creative development. Teaching is generally good; staff are motivated and enthusiastic and work well together. They create a rich, well planned and stimulating environment where children learn through a wide range of activities. Most staff have a good understanding of the early learning goals and the stepping stones to children's learning. The accommodation and resources are mostly organised to enable children to make independent choices and explore, promoting their learning. Staff make assessments of children's individual progress periodically, although do not effectively make regular observations of children and there is no link between the

p.5

How effective is the nursery education?

assessment of children's progress and the curriculum planning. Staff have very good relationships with children, and all interaction is positive and supportive. They make expected behaviour clear and develop children's self esteem well through consistent praise and encouragement.

p.5

How effective is the nursery education?

Leadership and management is effective, they are very enthusiastic and committed to the care and education of the children, although there are no effective systems in place to monitor the provision of nursery education. Staff are encouraged to take advantage of all training opportunities, to maintain and improve their existing knowledge. The nursery receives support from the advisory teacher from the local authority. Partnership with parents is very good which impacts positively upon children's development. Parents are encouraged to share what they know about their child and to be involved in their child's learning. Information is shared with them verbally and through notice boards and newsletters, and they have access to their child's assessment file.

p.5

What is being done well?

• Children are eager, confident and motivated and relationships between children and staff are very good. Staff interact skilfully with children, they work and play alongside them, and ask questions to make children think and extend their vocabulary. • A wide range of stimulating activities ensure that 3 and 4 year old children make good progress towards the early learning goals in all areas. • Children behave very well in response to good support from staff. Their self esteem is promoted through consistent praise and encouragement.

p.5

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 • Parents are encouraged to share what they know about their child and become involved in their learning.

p.5

What needs to be improved?

• opportunities for children to select their own resources and use their own imagination in art and design • the link between observation and assessment of children, and planning • the system for monitoring and evaluating the provision for nursery education.

p.6

What has improved since the last inspection?

The nursery prospectus outlines the six areas of learning, and parents are encouraged to do 'activities at home' sheets based upon the early learning goals. Parents are welcome to look at their child's assessment file at any time.

p.6

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

p.6

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children are interested and motivated, and form good relationships with adults and peers, and are secure within a clear routine. They are keen to participate in most activities and are developing good concentration skills in self-chosen activities, playing with a purpose. Children confidently select many of their own resources and have increasing personal independence. They behave well, can take turns, and are beginning to understand the needs of others.

p.7

COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Three and four year olds' spoken and written communication is developing well. Children engage in conversations with increasing vocabulary, speak clearly and listen well in small groups. They begin to form letters and words in mark-making activities and write for a purpose, for example writing down appointments in a book at the hairdressers. Children enjoy a wide range of books and know how to locate information, for example, children look for a favourite page.

p.7

MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Three year old children count easily to 5, and more able children count to 10 and beyond, and there are planned opportunities for children to practice their skills. However children are not given sufficient opportunities to practise counting skills in everyday ways within the routine, to reinforce what they are learning. Children begin to say and use number names in familiar contexts, and use mathematical language to describe and compare numbers, shape, position and size in their play.

p.7

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children learn about the natural world and investigate objects with increasing curiosity, using all senses. They find out why things happen, how things work, and they engage in many opportunities for exploration and discovery. Children enjoy using technology and show increasing skills and knowledge. Children talk with great confidence about themselves, where they live, such as the village of Tickhill, and their families. They learn about other cultures and countries as well as their own.

p.7

PHYSICAL DEVELOPMENT

Judgement: Very Good Children move in many ways with increasing confidence and imagination indoors and outdoors, and show respect for other children's personal space when playing together. Children develop control and co-ordination as they practise a range of movements using small and large equipment. They are beginning to recognise the importance of staying healthy, and know about their own physical needs for rest, food and sleep and personal hygiene.

p.7

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

p.7

CREATIVE DEVELOPMENT

Judgement: Generally Good Children are very eager to use role play creatively to recreate real and imagined experiences, and there are planned and spontaneous opportunities to extend these. Children learn basic creative skills through planned craft activities, although there are limited opportunities for them to use their own imagination in art and design. Children communicate sound and sound patterns in music; they know the names of many musical instruments and they sing simple songs from their memory and imagination.

p.8

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

p.8

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.

p.9

WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

• Improve opportunities for children to select their own resources and use their own imagination in art and design. • Establish the link between observation and assessment of children, and planning. • Develop a system for monitoring and evaluating the provision for nursery education.

p.9

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.

p.9

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

p.9

STANDARD 1 - SUITABLE PERSON

Adults providing day care, looking after children or having unsupervised access to them are suitable to do so.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

STANDARD 9 - EQUAL OPPORTUNITIES

The registered person and staff actively promote equality of opportunity and anti-discriminatory practice for all children.

p.10

NEEDS AND DISABILITIES)

The registered person is aware that some children may have special needs and is

p.10

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.

p.10

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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

p.11