Busy Bees Day Nursery at Leytonstone

INSPECTION DETAILS

Inspection Date 24/11/2003 Inspector Name Jane Davenport

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Just Learning Nursery - Whipps Cross Forest Health Setting Address Whipps Cross Hospital, Whipps Cross Road London E11 1NR

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ORGANISATION DETAILS

Name Just Learning Limited 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

Just Learning Nursery has been open since 1998. The nursery offers full day care for children aged six weeks to five years. It is situated within the grounds of the Whipps Cross University Hospital and is part of a chain of private nurseries. The nursery is open each day between 06:45 and 19:00 for 50 weeks of the year. Currently 146 children attend throughout the week. They are drawn from the hospital staff and a large catchment area. The hours of attendance vary to suit the working hours of the parents. There are 31 children who speak English as a second language and 1 child has identified special educational needs. There are 41 children who receive funding for nursery education. There are 10 rooms specifically designed for children aged 6 weeks to 5 years. There are 2 pre-school rooms. The children share a large, enclosed outside play area. There are 35 staff working in the centre. All staff hold, or are working towards either

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Information about the setting

a Diploma in Nursery Nursing ( NNEB) ; the Diploma in National Vocational Qualification (NVQ); Early years and Childcare Education level 2 or 3. Staff receive support from the Early Years and Childcare Partnership (EYDCP).

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How good is the Day Care?

Just Learning nursery provides good care for children. The environment is warm and welcoming. Organisation within the nursery is excellent. Management are open to new ideas and continually strive to maintain and improve current good practice. Staff are experienced and qualified in child care and work well as a team. Policies and procedures underpinning the day to day running of the day care are clear and well written, understood and implemented by all staff.

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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 The nursery has clear routines that help children feel secure and individual dietary needs are well catered for. Staff emphasise safety at all times and children have a good awareness of potential dangers. Excellent attention is also given to encouraging the children's understanding of good hygiene practices. Accident and medication records are generally well recorded and up to date. New medication record forms will include parents' signatures to acknowledge entries and staff will ensure that all accidents that occur at home are recorded. The nursery provides an excellent range of toys, equipment and activities for children under five. They are appropriate to the children's stages of development and staff help children to develop and learn by listening, talking and asking relevant

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How good is the Day Care?

questions. More activities to encourage mathematical thinking will be introduced during routine times of the day. The nursery has very good relationships with parents, who are involved in all aspects of the running of the provision. Parents have access to all policies and procedures and any records relating to their child. Information about their child's progress is shared with them on a regular basis and they provided very positive feedback both verbally and in parent questionnaires.

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What has improved since the last inspection?

Since the last inspection, the nursery has improved its record keeping by obtaining a copy of the local Area Child Protection Committee procedures, and by introducing comprehensive records which are now kept for all students as well as staff members. Children now have access to many more resources and activities which promote equality of opportunity.

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What is being done well?

• Provision for the babies and children under two is very good. They are in small, family sized groups, which promotes good relationships, independence and security. Staff give excellent attention to meeting babies' individual needs for eating, sleeping and to exchanging information with their parents. They plan activities well to give babies and toddlers interesting sensory and exploratory experiences. Their achievements are valued and celebrated. • There are comprehensive policies for all safety issues. Health and Safety officers undertake regular written risk assessments throughout the nursery and also for all possible venues for outings. Staff make children's safety inside and outside the nursery a high priority. • There is a strong emphasis on equal opportunities and inclusion throughout the nursery. Children with special needs have additional staff support to enable them to take part in everyday activities. The equal opportunities policy

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What is being done well?

is well written, covers all aspects of the nursery's work and is understood by all staff.

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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 • The interaction between staff and children is warm and positive and relationships with parents are very good.

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What needs to be improved?

• the procedure for completing medication records. • the procedure for recording all accidents that happen at home.

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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 Keep a written record, signed by parents, of medicines given to children. 7 Keep a written record, signed by parents, of all accidents that happen at home.

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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 Just Learning Nursery is good and the children are making generally good progress towards the early learning goals. Very good progress is being made in the children's personnel social and emotional development, creativity and knowledge and understanding of the world and generally good in all other areas of learning. Children are confident and eager to learn. There are weaknesses in the provision for mathematical development and physical development. Teaching is generally good staff involve themselves in children's play and extend their experiences.Staff have a knowledge of the early learning goals they use a variety of teaching methods to promote children's learning. There is a good balance of group times and free play. However sometimes opportunities for learning are missed in the children's everyday routines. The planning and assessment systems cover all six areas of learning . However

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How effective is the nursery education?

staffs implementation of the planning does not always specify the expectations of activities in relationships to the aspects of learning. Leadership and management is generally good . The sound philosophy of how children learn through play is effectively put into practice resources are organised and accessible for children. The monitoring and evaluation system of the provision is generally good, however staff need further support to implement the foundation stage effectively. The partnership with parents is very good. Newsletters, plans and information are displayed and ways of involving parents the daily routines of the nursery have been developed effectively .

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What is being done well?

• Children's personal, social and emotional development is fostered very well. Children are purposeful in their choice of activities and resources. They are focused in their play and are able to concentrate for long periods of time. • Children talk and interact with confidence in a small group. They are friendly and have good relationships with the adults. • Provision for knowledge and understanding of the world is excellent .Themes such as 'celebrations' are well developed to enable the children to gain an awareness of the cultures and beliefs and those of others. • Children's creative development is very good. Children use a wide range of art materials and the well resourced home corner areas in both rooms are permanently available for role play activities. Staff offer a good balance of free play and freedom to develop ideas.

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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 • Children extend the role play Café area by writing menus for lunches. • Partnership with parents is good. Staff and management involve parents in regular practical support for the nursery, which includes participating in planned themes and regular meetings to discuss the children's progress this enables the nursery to support a happy inclusive atmosphere.

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What needs to be improved?

• opportunities for the children to count and develop mathematical ideas within every day routines . • planning for outdoor play and children's physical development. • opportunities for promoting the children's interest in books for the enjoyment of stories • development of planning in all areas of the foundation stage to identify outcomes for activities to ensure that links are made to the stepping stones for individual children.

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What has improved since the last inspection?

The setting has made good progress since the last inspection The nursery has continued to evaluate and review their service in the line with the individual needs of the children.

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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 make very good progress in personal ,social and emotional development. Children are learning to share and take turns, make good relationships with each other and staff. They can co-operate with others and learn to recognise right from wrong. Children have positive attitudes they concentrate well on activities.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children's progress in this area is generally good. Children are confident speakers and listeners and use language imaginatively. The children's interest and skills in writing is fostered well by the provision of a well resourced writing area. Children recognise letters in captions, however staff do not always remember to re-enforce the letter sounds , interest in reading is less well fostered. The books corners are used infrequently and children do not access books regularly.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children's progress in this area is generally good. Many children count up to ten using numbers as labels. They are developing an awareness of shape and measure by looking at the size of hands heights of buildings and Santa's chimney. Patterns are recreated on home made wrapping paper and through sorting and matching objects. However there are insufficient opportunities to enable children to count and develop mathematical ideas within daily routines.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children's progress in this area is very good. They explore a wide variety of materials in activities such as looking at weather changes and the emerging caterpillar who turns into a butterfly. Children investigate and explore features of the environment and use the computer daily to develop an understanding of technology. Children listen to stories and develop themes to celebrate festivals that commemorate many cultures and religions.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children's progress in this area is generally good. Children confidently use a range of tools and equipment. They can manoeuvre the computer mouse, use scissors, spreaders, fasten and unfasten clothing. There is access to a large outdoor play area. However staff do not plan effectively to make and encourage the children's full potential in this area.

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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: Very Good Progress in this area is very good. Children enjoy making and doing using different techniques and materials. They explore pattern and shape and develop their ideas and sensory awareness. Children make comparisons between artists work such a 'Van Gogh' to stimulate their sense of colour and shape. They enjoy listening and dancing to taped music. Children's imagination is fostered well they use the Aster café to prepare meals and serve customers to develop their life skills and experiences.

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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

• Maximise opportunities for the children to count and develop mathematical ideas during routines of the day. • Develop planning in all areas of the foundation stage to identify outcomes for activities to ensure that links are made to the stepping stones for children's learning. • Strengthen the planning for outdoor play to further the children's learning and experience.

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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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