Early Days Nursery

INSPECTION DETAILS

Inspection Date 13/11/2003 Inspector Name Jennifer Turner

p.1

SETTING DETAILS

Day Care Type Full Day Care Setting Name Early Days Nursery Setting Address 32 Reservoir Road Edgbaston Birmingham West Midlands B16 9EG

p.1

ORGANISATION DETAILS

Name Early Ventures Ltd Address 32/32A Reservoir Road Edgbaston Birmingham West Midlands B16 9EG

p.1

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

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

Early Days Nursery opened in 1991. It operates from 6 rooms within a large Grade 2 listed building with an annex for the pre-school children. The nursery is located in the Edgbaston area of Birmingham. The nursery serves the local area. There are currently 61 children from 6 weeks to 8 years on roll. This includes 3 funded three-year-olds and 8 funded four-year-olds. Children attend for a variety of sessions. The setting currently supports a number of children with special needs, and who speak English as an additional language.

p.2

Information about the setting

The group opens 5 days a week all year round. Sessions are from 7:30 until 18:00. Sixteen full time staff work with the children. Over half the staff have early years qualifications to NVQ level 2 or 3. The setting receives support from a teacher/mentor from the Early Years Development and Childcare Partnership (EYDCP).

p.2

How good is the Day Care?

Early Days nursery provides satisfactory care for children. The nursery environment is bright and welcoming with space used well and children given opportunities to access resources and equipment independently. Staff plan a wide range of activities which build on children's natural curiosity, with observational records used to plan for children's learning. Although a key worker system is in place that makes children feel secure, staff deployment within the pre-school room should be reviwed to ensure the safety of the children. Policies and procedures are in place, and staff are generally clear about how to implement them. However, staff need to ensure all accident records are signed by parents. Overall more attention needs to be paid to the hygiene within the kitchen and general health and safety issues within rooms. Risk assessment procedures need to be reviewed, in order to identify new hazards in line with the groups policies.

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 All children are able to access drinking water independently, and parents are consulted about children's dietary needs, however meals offered to babies does not offer variety. Children are given good explanations about safety and daily routines encourage good hygiene practices. The Children behave extremely well and they are given clear and consistent guidance about behaviour, they are encouraged to have respect for themselves and others. The range of positive images resources and the various activities organised to raise children's understanding about equality is good. Staff work closely with parents and other agencies to ensure that children with special needs are offered an inclusive service provision. Partnership with parents is generally good, with information made available to

p.2

How good is the Day Care?

parents formally and informally about children's progress and development. Parents are encouraged to take part in activities within the nursery and at home.

p.3

What has improved since the last inspection?

At the previous inspection the nursery agreed to devise a policy for lost and uncollected children, this has been addressed and a policy is shared with parents. A designated member of staff has been given responsibility for the groups behaviour management policy. The setting was also asked to ensure that their child protection procedures followed the local ACPC procedures, this has been completed with the nursery holding a copy of the ACPC procedures with updated contact details for their local social services office. A designated member of staff has been appointed to take responsibility for child protection issue.

p.3

What is being done well?

• The key worker system ensures that children are cared for according to parents wishes, and that parents are kept informed of their child's progress. • Children are given opportunities to self select and initiate their own play. • Procedures for behaviour management are consistently applied with staff taking into account children's understanding and maturity. • Parents are kept informed on their children progress, development and attainment. • Staff demonstrate a commitment to children with special needs and are willing to attend training. • Staff work closely with outside agencies to ensure that they are proactive in ensuring that appropriate action is taken when children are admitted to the provision. • Children are provided with regular drinks throughout the day, and most children are given opportunities to access water independently.

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 • Communication with parents is good and they are warmly welcomed into the nursery.

p.3

What needs to be improved?

• the deployment of staff within the pre-school unit • the standards of hygiene within the kitchen and the hygiene arrangement for sleeping children. • the safety of children with regards to electric equipment • the range of meals provided for babies.

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

The Registered Person must take the following actions by the date shown

Std Action Date 14 Keep a written record signed by parents of all accidents involving children. 14/11/2003

p.4

by the time of the next inspection

Std Recommendation 2 Ensure the safety of children is maintained in relation to the deployment of staff. 6 Ensure the risk to children accessing electrical equipment is minimised. 7 Ensure steps are taken to prevent the spread of infection within the kitchen and sleeping equipment used by children. 8 Ensure young children are offered a balanced diet.

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?

Early Days Nursery offers a stimulating environment in which children learn and make progress. Children are making generally good progress towards the Early Learning Goals. They concentrate, make decisions, take turns and share with others. Teaching is generally good. Children are listened to and conversations encouraged. Staff are becoming familiar with the six areas of learning and the stepping-stones. Children behave well in response to high staff expectations. Staff ensure that there is a wide variety of resources available to children and make good use of space available. Activities are well managed although opportunities are limited to consolidate learning in knowledge and understanding of the world, mathematics and communication language and literacy. The system for planning and assessment is in its infancy. Planning does not clearly identify learning intentions for individual activities. Currently assessment and

p.5

How effective is the nursery education?

incidental observation opportunities are not identified. Plans are linked to the early learning goals, however they lack breadth, with some stepping-stones not sufficiently covered including physical development and creative development. Support for individual learning is good particularly with the programme for communication, language and literacy. Children attend with special educational needs and English as an additional language. Effective support is provided. Partnership with parents is generally good. Parents receive information about children's progress. Leadership and management of the setting have significant weaknesses. The manager and staff work well as a team, share information about children's progress and organise a varied programme of activities. However, the collection of evidence of past activities to support inspection is insufficient. Staff deployment and contingency arrangements is still an issue within the Pre School. The manager views

p.5

How effective is the nursery education?

training and professional development as a priority.

p.5

What is being done well?

• The nursery provides a stimulating environment in which children learn and make progress. • Children's personal, social and emotional development is good. Children are confident sociable and have caring relationships with each other and staff.

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 • Staff manage children's behaviour effectively with appropriate strategies and use praise and encouragement. • Staff make parents feel welcome, they show an understanding of the children's home and family circumstances.

p.5

What needs to be improved?

• Staff knowledge and understanding of the early learning goals and stepping-stones. Maximising opportunities to talk "mathematically" as children play and exploiting opportunties to help children learn about knowledge and understanding of the world. • Planning and assessment to ensure all stepping are coveredand clearly identifing differentiation and assessment opportunities. • Physical development with regard to balancing and ball skills and in creative development provide more opportunities for children to respond using their senses particularly smell and taste • Provide more opportunities for children to show interest in books, how text works, illustrations, use appropriate language such as front, cover author, page. • Contingency arrangements to cover staff absences. Ensure staff are deployed fully and have full knowledge of what they are teaching.

p.6

What has improved since the last inspection?

The nursery has made generally good progress since the last inspection. Children now have access to a wide range of resources. The layout of the room helps to maximise children's opportunities for self-selection of activities. There has been some progress in the area of planning and the group receive support from a teacher/mentor. However staff in the preschool room has relatively short experience within the setting and staff deployment is still an issue.

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 Three and four year olds are confident, work well independently and take initiative, showing that they are keen to learn. Children are encouraged to be actively involved in their learning. They make decisions, take turns and share with others. Children behave appropriately and are aware of the rules within the setting. They talk confidently within the group and on a one to one basis with other children, familiar and unfamiliar adults. Staff praise children's efforts.

p.7

COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children speak clearly and fluently, encouraged by staff's interest in their play and conversation. The book area has a good selection of books, however, it is not well used by the children. At story time, opportunities to help children enjoy stories through props and understand how text works through discussion and questioning are limited. Children attempt to write their own names and recognise letters from their names. Most 4 year olds write recognisable letters that are correctly formed.

p.7

MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Various activities are provided for children to acquire mathematical language and understanding. Children use and recognise numbers with confidence. They count confidently within group activities, with help and independently. Opportunities are to talk about properties of shapes, measurements and patterns during some activities are limited. Children develop number operations within practical situations such as counting how many girls, how may boys what is the total number of children?

p.7

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Significant Weaknesses Children discuss their families past, present and future events. Displays include examples of observational drawings, paintings and collage. However, children have limited opportunities to handle and care for living things and use computer and ICT equipment. Planning includes activities, which look at their own, and other cultures. However plans lack detail in how knowledge and understanding of the world will be taught.

p.7

PHYSICAL DEVELOPMENT

Judgement: Generally Good The nursery has a sufficient range of large and small equipment to promote physical development. Children move confidently around the outdoor area demonstrating an awareness of space and others. However, planning indicates insufficient opportunities for children to develop balancing skills and ball skills. They access a wide range of large and small equipment to develop fine manipulative and gross motor skills.

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 express their ideas freely through a good range of activities such as role-play, drawing and modelling. However, planning indicates a lacl of opportunities to respond using their senses, taste and smell in particular. 3 and 4 year old children confidently sing songs, independently and in large groups during planned sessions. Staff allow children time to explore and develop their ideas.

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

• Increase staff knowledge of the Foundations stage and understanding of children's learning. • Improve planning and assessment ensuring the stepping are covered paying attention to Knowledge and understanding of the World and aspects of Mathematics, communication language and literacy, creative development and physical development. •• Implement contingency arrangements to cover staff absences. Ensure staff are deployed fully and have full knowledge of what they are teaching.

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