Busy Bees Day Nursery at Sunderland Cleadon

INSPECTION DETAILS

Inspection Date 17/12/2004 Inspector Name Cathryn Parry

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Cleadon Village Kindergarten Setting Address Cleadon Village Kindergarten, 53 Front Street Cleadon Sunderland Tyne and Wear SR6 7PG

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ORGANISATION DETAILS

Name Just Learning Ltd Address 45 High Street West Malling Kent ME19 6QH

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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

Cleadon Village Kindergarten is one of 64 nurseries run by Just Learning Ltd. It opened in 1996 and operates from six rooms including a soft play room, in a two storey self contained building. It is situated in a residential area of East Boldon in South Shields. A maximum of 132 children may attend the nursery at any one time. The nursery is open each weekday from 07.30 to 18.00 for 51 weeks of the year. All children share access to a secure enclosed outdoor play area. There are currently 150 children aged from three months to seven years on roll. Of these 34 children receive funding for nursery education. Children come from a wide catchment area, as some parents travel to work. The nursery currently supports one child with special educational needs. The nursery employs 28 staff. Twenty six of the staff, including the manager hold appropriate early years qualifications. Two staff are working towards a qualification.

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How good is the Day Care?

The nursery provides satisfactory care for children. A good security procedure is in operation to ensure children are safe. Generally adult to child ratios are maintained. There is adequate space for the number of children attending with an efficient procedure of timetabled access to the soft play room, enabling physical play regardless of inclement weather. Appropriate room temperatures are mostly maintained enabling children to play comfortably. Some consideration is given to the organisation and distribution of resources. Generally confidentiality is maintained with regard to children's personal files. The general standard of safety is satisfactory, subject to the implementation of recommendations within the fire officer's report. Safety equipment is checked with issues raised being responded to positively. Positive steps are taken to actively promote good health through staff interaction and knowledge of procedures.

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How good is the Day Care?

Children have regular access to drinks with older and more able children being encouraged to help themselves, promoting independence. Staff work with parents

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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 and other professionals to promote a positive and progressive environment for children with special needs. Staff have a basic understanding of the child protection procedure. General interaction between adults and children is satisfactory, staff extend outdoor play particularly well through good interaction. Staff plan activities and are developing systems to evaluate them with the younger children. Basic equal opportunities resources are available. Room layouts are adapted to enable children using specialised equipment to move more freely. Children are praised and encouraged for good behaviour. Information is currently shared with parents in a variety of ways keeping them informed about their children and the nursery. This area is being developed with

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How good is the Day Care?

parents evenings being introduced and a parents committee being encouraged. Parents have trusting and friendly relationships with staff.

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What is being done well?

• Documentation, policies and procedures regarding medication are understood by all staff and are currently up to date. Medicines are named and stored in the fridge or in the office and parents sign before and after administration. • Children have regular access to drinks with older and more able children being encouraged to serve themselves. A jug of water is available for the older children at all times promoting independence. • Staff work with parents and other professionals to promote a positive and progressive environment for children with special needs. Meetings of professionals with regard to one child were attended by the key worker at a local family centre ensuring continuity of care.

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What needs to be improved?

• the organisation of staff to ensure adult to child ratios are maintained • the maintainance of appropriate temperatures throughout the nursery • fire safety, and inform Ofsted in writing of actions implemented as a result of the fire officers visit 20/12/2004 • the availability of resources with regard to disability • the storage of children's personal development files, to maintain confidentiality • the organisation and access to resources for older children to extend and maximise effective use

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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

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

Std Action Date 2 Ensure adult to child ratios are correct at all times. 20/12/2004 4 Maintain an appropriate temperature in the upstairs playrooms. 20/12/2004

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

6 Inform Ofsted in writing of actions implemented as a result of fire officers visit on 20/12/2004. 03/01/2005

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by the time of the next inspection

Std Recommendation 9 Increase resources with regard to disability. 14 Ensure all children's development files are stored appropriately maintaining confidentiality at all times. 3 Organise resources effectively to ensure children can select and promote independence.

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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?

Cleadon Village Kindergarten provides a relaxed atmosphere where children make generally good progress towards the early learning goals. Children make very good progress in physical and personal, social and emotional development. They make generally good progress in communication, language and literacy, knowledge and understanding of the world, creative and mathematical development. The quality of teaching is generally good. Staff present as positive role models and build very strong relationships with the children, offering lots of praise. A range of child and staff led activities are incorporated into the daily routine. Planning is generally good and identifies, staff, resources and intended learning outcomes for individual activities. However, some staff are unsure of the intended learning outcomes of activities, which impacts upon their ability to support and consolidate children's learning. Leadership and management is generally good. The manager is enthusiastic and

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How effective is the nursery education?

motivated to improving the care and education for all children. Staff take part in regular team meetings and morale is good. They have access to training, and receive ongoing support through appraisal and supervision sessions. However, the method of monitoring and evaluating the effectiveness of nursery education needs to ensure that all areas of the curriculum are appropriately addressed, sufficiently resourced and well presented. Partnership with parents is generally good. They receive a prospectus containing key policies and procedures and other general information. They also receive written information about the six areas of learning and have direct access to activity plans. Staff inform them of their child's progress and development through a variety of means, including regular verbal feedback and bi-annual appointments. Respective parents may have access to their child's personal developmental record, though

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How effective is the nursery education?

their input to the process is not actively sought or encouraged.

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What is being done well?

• Personal, social and emotional development is given high priority. Children build very strong relationships with staff and peers, are confident and show good levels of self-esteem. • Children make very good progress in physical development, they have regular opportunities to practice both gross and fine motor skills. They move with great confidence and growing co-ordination and dexterity, and manage a variety of tools and equipment safely and with purpose. • Staff present as positive role models and build cohesive relationships with the children. In turn children separate readily from their parents and carers, they enter playrooms readily and settle well.

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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 opportunities for children to develop and practice letter recognition skills, the formation of letters, and to link letters to letter sounds • the opportunities for children to develop and practice simple addition and subtraction skills, number recognition and to record numbers • staff's understanding of the intended learning outcomes of activities, to ensure they are able to consistently support and consolidate children's thinking and learning • the effectiveness of monitoring and evaluating the provision of nursery education to ensure all areas of the curriculum are appropriately addressed, resourced and presented, and that all children's needs are met.

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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 very confident and separate readily from their parents and carers. They show interest in the resources available to them, which they select independently for use. They interact very well in groups, they share equipment readily, take turns and show regard for others. They are well behaved and respond positively to staff, with whom they have built strong relationships. Children have high self esteem and show pride in their own achievements and abilities.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children are able to express their needs and communicate appropriately using spoken words and facial gestures. Listening skills are developing well, children are able to follow simple instructions and listen whilst others speak during group discussion times. They show an emerging ability to recall past events. Children are beginning to show an interest in text, though there are limited opportunities for them to practice letter recognition, formation and to link sounds to individual letters.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children use mathematical language such as big, little, lots. Many are able to count confidently from one to five, and some from one to ten. They recognise similarities of pattern and shape in the environment and can name simple shapes such as circle, square, triangle and star. Children are able to sort items by simple characteristics such as size, colour and shape. However, opportunities for them to practice number recognition, writing numbers or simple addition and subtraction are limited.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children use a variety of tools with growing confidence, they manipulate materials and build with purpose. They show an interest in the lives of people familiar to them and are able to describe significant events from their past. Children are developing an awareness of people from different cultures through a variety of planned activities. Some children have daily access to information technology equipment and programmable toys. However, for others access to such equipment is more limited.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children move confidently, with increasing control, co-ordination and imagination. They show a growing awareness and regard for their own personal space and safety, and that of others. Children have very good hand and eye co-ordination, they use mark making materials and tools competently with intended purpose. They show a developing awareness of self-care and good hygiene practices. For example they wash their hands after visiting the toilet and serve their own drinks when thirsty.

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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 show increasing imagination and express themselves freely through a variety of activities, such as craft, music and dance. They have regular opportunities to use their senses to explore concepts such as colour, form and texture. They sing along to familiar songs and are starting to develop a sense of rhythm. Children have access to a range of role play resources. However, the presentation of these resources does not enhance, support or encourage development in this area.

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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

• Key issues. • extend the programme for mathematics to provide children with regular opportunities to develop and practice simple addition and subtraction skills, number recognition and to record numbers • extend the programme for communication, language and literacy to provide children with regular opportunities to develop and practice letter recognition, letter formation, and to link individual letters to letter sounds • improve staff's awareness of the intended learning outcomes of activities, and their ability to use open-ended questions to further develop and consolidate children's thinking and learning • improve the effectiveness of monitoring and evaluating the provision of nursery education to ensure all areas of the curriculum are appropriately addressed, resourced and presented.

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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.

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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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