Roberts Day Nursery

INSPECTION DETAILS

Inspection Date 10/05/2004 Inspector Name Elizabeth, Ann Brownhill

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Roberts Day Nursery Setting Address 84 Crasswell Street Portsmouth Hampshire PO1 1HT

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REGISTERED PROVIDER DETAILS

Name The Committee of E.C. Roberts Centre 3346119 1066611

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ORGANISATION DETAILS

Name E.C. Roberts Centre Address 84 Crasswell Street Portsmouth Hampshire PO1 1HT

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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

Roberts Day Nursery has been registered since 2000 and is run by a charitable organisation, which provides a range of services to families with young children. The nursery occupies the ground floor of a 3 storey period building situated in Portsmouth city centre where the charity has office facilities on the upper floors. The nursery is registered to provide care for 69 children from birth to eight years and is open Monday - Friday from 08:00 - 18:00 and some weekends and evenings. The registration does not include overnight care. There are currently 120 children on roll, of these 11 three year olds and 6 four year olds are in receipt of funding for nursery education. The nursery has a Children's Services Manager and 10 members of staff who work directly with the children. The supervisor and deputies hold level 3 qualifications, the remainder of staff are working towards a level 3 qualification, all hold a current first

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Information about the setting

aid certificate. Roberts Day Nursery receives support from the Early Years Development and Childcare Partnership.

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How good is the Day Care?

Roberts Day Nursery provides good quality care for children. Staff are experienced and suitably qualified to care for children, and there are effective procedures for the recruitment of staff. The operational and organisational procedures of the nursery work well. All children are provided with a safe, secure and welcoming environment, where they have independent access to a wide range of suitable equipment and resources. Staff are very aware of children's safety both indoors and outdoors. There are effective policies and procedures in place to promote the good health and the

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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 protection of children. Staff have a positive attitude towards accepting and caring for children with special needs. They have a good understanding of all child protection issues and the referral procedures. Staff provide children with a wide range of activities which cover all areas of learning. All children are included and their individual needs are supported and met. Staff praise and encourage children's positive achievements enabling to feel good about themselves. A good working relationship is established with parents, information is exchanged with them via a daily record sheet. Most relevant documentation is in place and stored securely which ensures confidentiality.

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What is being done well?

• The staff provide a warm and welcoming environment for children and their families. Their deployment and the lay out of the nursery promote and support children's independence. Staff know the children well and have a good understanding of their individual needs. • Staff are vigilant about the supervision and safety of children. Access to the provision is strictly monitored and children are released to designated persons only. Detailed risk assessments are carried out to identify potential hazards both indoors outdoors and prior to outings. • The setting works very closely with parents offering appropriate support and reassurance. They provide a flexible care package to ensure the routines of very young babies are consistent and meet the individual needs of child and family. Parents receive daily records sheets detailing their child's day.

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Outcome of the 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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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 14 ensure parents are informed of all accidents and countersign the record.

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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?

Roberts Day Nursery provides high quality nursery education enabling children to make very good progress towards the early learning goals in all areas. The quality of teaching is very good. All staff are enthusiastic and work well together as a team. They know the children well and plan an exciting range of activities to cover all areas of learning. Excellent use is made of the role play area which is transformed to reflect the current theme, giving the children time to explore and extend their understanding of a particular topic. Clear records of the children's achievements are kept and used to plan for their next stage of learning. Occasionally learning opportunities are missed to fully challenge more able children. The leadership and management of the setting is very good. There is a strong commitment to the continuing improvement of care and education for all children. The careful monitoring and evaluation of staff, the activities, children's progress and

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How effective is the nursery education?

parents comments contribute to the high quality learning experience received. Very clear and effective lines of communication between management and day to day supervisor ensure all are aware of their roles and responsibilities culminating in the smooth and efficient running of the group. The partnership with parents is very good. Parents have access to very clear information about the setting via the parent pack, notice board and regular newsletters. They are encouraged to take an active role in their child's learning. They provide items of interest and resources for current topics and offer help on outings. Using information detailed in the childrens daily record and the activity sheets provided parents are encouraged to pick up on their child's interests and use them as points for discussion at home.

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What is being done well?

• The setting acknowledges parents as the child's first educator, supporting and encouraging them to re enforce and share their childs learning experiences at home. • A dynamic and enthusiastic leadership and management are committed to the continual improvement of facilities for parents and children. • A themed role play area provides the opportunity for children to fully explore their creative development in a safe non judgemental environment, allowing them time to act out real and imagined experiences helping them to make sense of the world around them. • Children's learning experiences are enhanced and made forever memorable by trips to places of local interest which compliment the current topic. Supportive staff ensure the children are encouraged to be aware of their personal safety and develop good road sense.

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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 extension of some activities for more able children.

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What has improved since the last inspection?

Very good progress has been made addressing the issues raised at the last inspection. The setting was asked to: improve facilities for children to develop climbing and balancing skills using large equipment. and to increase opportunities for parents to be involved in their child's learning. The setting has purchased additional climbing equipment which the children use regularly enabling them to develop balancing and climbing skills. The partnership with parents is very strong, parents are encouraged to take an active role in their child's learning, and have access to clear information regarding the curriculum and their child's progress.

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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 arrive happy,confident to leave carers and very familiar with the routine. They are interested in the activities on offer, often becoming very engrossed. Children are encouraged to be independent, they select aprons for craft activities and manage their personal hygiene. Children share and take turns, understanding the agreed codes for working together, implementing them independently. Older children are good role models for the younger children, offering them appropriate support.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children are introduced to new vocabulary which they then use in everyday conversation. Children are beginning to link sounds to letters. They understand print carries meaning and recognise familiar words. Children sit quietly and enjoy listening to stories being read, often joining in with familiar refrains and supporting the story teller with the use of props. Children's pre writing skills are developed effectively. Some children are writing recognisable letters and their own names.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children recognise numerals 1 to 9 and count reliably from 1 to 10.They are encouraged to use mathematical ideas to solve practical problems such as how many cups needed for snack time. Children observe and use positional language and are beginning to use mathematical language to make comparisons. Children are sorting and matching colours and shapes. They enjoy shopping trips to re enforce their understanding of the practical value of numbers and money.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children's learning experiences are greatly enhanced through trips to places of local interest. They explore their natural environment looking at mini beasts and going on nature trails. Children have a good understanding of the passage of time, they refer to the time line of activities and talk about past and present events important to themselves. Children are curious, they are encouraged to make predictions and ask questions about why things happen and how things work.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

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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PHYSICAL DEVELOPMENT

Judgement: Very Good Children move freely throughout the setting with control and coordination. They are developing hand to eye co ordination throwing and catching balls. Children show an awareness of space themselves and others, successfully negotiating obstacles in their path and making room for friends. Children are developing a growing awareness of the importance of healthy eating and taking care of their personal hygiene. Children select and use a range of tools with increasing control.

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CREATIVE DEVELOPMENT

Judgement: Very Good Children explore colour texture form and shape in two and three dimensions. They are proud of their art work which is displayed attractively, named and valued. Three year olds often play alongside their peers, whilst older children work collaboratively together or organise groups to act out real and imagined experiences. Children enjoy singing songs and rhymes, exploring rhythm and moving to music. Children take part in preparing their own food and experiencing different tastes.

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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 high quality. Children are making very 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

There are no significant weaknesses to report, but considerations should be given to improving the following: • There are no significant weaknesses to report, but consideration should be given to the following; ensure all the activities provided are sufficiently challenging to meet the individual needs of all children.

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WHAT THE SETTING NEEDS TO DO NEXT

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

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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