Rooks Heath Nursery

INSPECTION DETAILS

Inspection Date 15/06/2004 Inspector Name Jennifer Devine

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Rooks Heath Nursery School Setting Address Baptist Church Hall Northolt Road South Harrow Middlesex HA2 8EB

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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

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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

Rooks Heath Nursery School re registered in 2003. It operates from the church hall at the Baptist Church in South Harrow.

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Information about the setting

The nursery is registered for 24 children and accepts children from the age two years six months to five years. There are currently 24 children on roll. This includes 14 funded 3 year olds and 2 funded 4 year olds. There are six children who have English as an additional language. There are no children attending with special needs.

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Information about the setting

The group opens five days a week during school term times. Sessions are from 09:30am to 12:15pm. Six staff work with the children, some staff are part time. Three staff have Early Years qualifications. Two staff are currently on training programmes. The setting receives support from the Early Years Development and Childcare Partnership. They are part of the Pre School Learning Alliance.

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How good is the Day Care?

Rooks Heath Nursery School offers satisfactory care to children. Over half the staff hold relevant childcare qualifications. The staff have a good understanding of ensuring children's safety in the nursery and when outside. They have a good understanding of hygiene practises within the nursery to prevent the spread of infection. Staff have a satisfactory knowledge of the signs of child abuse and the reporting procedures for child protection. The nursery staff have a poor understanding of the Code of Practise for the Identification and Assessment of Special Educational Needs. Currently there are no children attending with special needs. There are seven children attending who have English as an additional language and appropriate support is provided.

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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 An unsatisfactory range of toys and activities are currently being provided due to the staff's poor understanding of planning and providing a broad and balanced curriculum to ensure children experience a wide variety of play opportunities at all times. The staff team lacks organisation with routine which results in inabilities to effectively manage children's behaviour. The nursery is welcoming to parents and provides satisfactory verbal feedback daily. There is a lack of written information available to keep parents well informed about the nursery curriculum. No formal meetings are held to keep parents informed about their child's progress. Parents are not actively encouraged to help out in the nursery. Appropriate systems are in place to record all required information regarding

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How good is the Day Care?

children but some procedures require updating to ensure they meet current legislation.

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What is being done well?

• Staff have a good understanding of hygiene practises to prevent the spread of infection. • Staff have a good understanding of ensuring a safe environment is maintained. • The nursery is very welcoming to parents and provide satisfactory verbal feedback to keep parents informed about their child.

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What needs to be improved?

• staff's knowledge and understanding of planning a suitable range of activities for children which is appropriate for their stage of development and based on their individual needs • staff's knowledge and understanding of equal opportunities issues • the written statement on special needs must have regard for the Code of Practise for the Identification and Assessment of Special Educational needs • consistent behaviour management to ensure children have clear boundaries and know what is expected of them; and • partnership with parents to ensure they receive sufficient information on their child's progress.

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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 3 Devise a system for planning and implementing a suitable range of activities for children, which is appropriate for their stage of development and based on their individual needs. 15/07/2004

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

10 Devise and make available to parents, a written statement on special needs which is consistent with current legislation and guidance. Ensure that this is understood and implemented by all staff. 15/07/2004

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

11 Develop staff's awareness and understanding of effective ways to manage children's behaviour, taking into account their age and stage of development. 15/07/2004

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by the time of the next inspection

Std Recommendation 9 Develop staff’s knowledge and understanding of equal opportunities issues. 12 Provide opportunities for parents to receive regular written information on their children's progress.

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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 nursery education at Rooks Heath Nursery School is unacceptable. Poor quality teaching, leadership and management and weak partnership with parents have a significant impact on the learning experiences of the funded children. They are making poor progress towards the stepping stones in all six key areas of learning.

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How effective is the nursery education?

The quality of teaching is poor. Staff have a poor knowledge of the foundation stage and planning lacks sufficient detail to ensure all six key areas are covered. Staff lack awareness of assessment and evaluation methods which results in them not identifying children's achievements to help them move on in their learning. Staff do not provide sufficient challenges to encourage children's learning, particularly for language and extending vocabulary and in mathematical learning. Staff's understanding of behaviour management is poor, resulting in inconsistency of clear boundaries for children, particularly during group times. Staff have developed caring relationships with the children. There are currently no children with special educational needs attending. This policy requires updating and staff require training. Appropriate support is given to children who have English as an additional language. The leadership and management is poor. There is limited understanding of the

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How effective is the nursery education?

foundation stage. The staff team work well together but there is lack of understanding on the adult's role in supporting children's learning. Communication systems are ineffective. Systems to monitor and evaluate the nursery education are poor. Partnership with parents has significant weaknesses. The setting is welcoming to parents and staff are approachable. Verbal feedback is given regularly but no systems are in place for formal meetings to discuss children's progress or share written reports. No written information is given on the curriculum to keep parents well informed about what children are learning, to enable them to support their child at home.

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What is being done well?

• Adults have secure relationships with children and provide a caring environment. • Appropriate support is given to children who have English as an additional language. • The setting is welcoming to parents and staff are approachable. There are systems in place for regular verbal feedback on children's progress.

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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?

• knowledge and understanding of the Foundation Stage to ensure a broad, relevant and stimulating curriculum is offered. • the staff's understanding of assessment methods to ensure they are aware of children's achievements to help them move on in their learning. • planning of staff deployment and the curriculum to ensure children receive sufficient attention and support with their learning, particularly with providing challenges to extend language and mathematical concepts. • consistent behaviour management to ensure children have clear boundaries and know what is expected of them. • the monitoring and evaluation of the education programme offered, the strengths and weaknesses of the setting and staff development. • the partnership with parents to ensure they receive sufficient information on the foundation stage curriculum.

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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: Poor Children generally have good relationships with adults and seek them out for help or comfort. Relationships between children however is less secure. They do not work well as a group and find turn taking difficult and often resort to physical means to resolve a dispute. Children show interest in activities during free play but lack concentration for group work, often wandering away. They have little opportunity to independently select resources or to develop self help skills.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Poor Verbal interaction between children is minimal during free play due to children not playing together. There are many missed opportunities from adults to extend children's vocabulary. Children do not have opportunities to link sounds and letters. Story times are poorly organised and children show little interest. Children show some interest in books and are beginning to understand that print carries meaning. There are lack of opportunities for children to practise their writing skills.

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MATHEMATICAL DEVELOPMENT

Judgement: Poor Children can count reliably to ten and recognise numerals but there is inadequate planning to extend children's learning further, particularly through practical activities such as sand or water play. There are missed opportunities for older/more able children to begin to calculate and use simple addition or subtraction. Children recognise and describe shapes but lack support and resources to extend their practical learning.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Poor Although children are involved in some exploratory and investigative work this is inconsistent and infrequently planned. There are missed opportunities for children to question why and how things happen. There are too few opportunities for children to design and construct using a range of objects. Not enough emphasis is placed on children learning about the natural environment. Children learn about their cultures and that of others. There are poor resources to support information technology.

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PHYSICAL DEVELOPMENT

Judgement: Poor Physical development is poorly planned and there is insufficient and inappropriate use of the indoors for physical play. Children have very limited opportunities to travel around, under or over climbing equipment and have no opportunities to energetically run. They show little awareness of space when joining as a group. Children explore malleable materials such as playdoh and are beginning to use equipment such as rolling pins and cutters with control.

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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: Poor Children explore some medias such as paint, which are largely adult directed activities. There are lack of opportunities for children to spontaneously select creative resources and explore colour, form, shape and texture independently. There are generally good resources for home corner role play but children are given too little time to develop their imagination and creativity. Children show little interest for singing or music, which is due to poor organisation from adults.

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Children's spiritual, moral, social, and cultural development is not 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 unacceptable. Children are making poor progress towards the early learning goals.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

• Improve the quality of teaching. Ensure staff have a secure knowledge of the Foundation Stage, developmental Stepping Stones and the Early Learning Goals. • Develop and implement planning to demonstrate a broad and balanced range of experiences. Clearly define learning intentions and expected progress through the stepping stones towards the early learning goals, based on what the children know and can do. • Plan effective deployment of staff to ensure sufficient challenges are available to children. • Ensure behaviour management techniques are consistent throughout the setting so that children have clear expectations and boundaries at all times. • Ensure effective systems are in place to monitor and evaluate the nursery education offered, staff development and the strengths and weaknesses of the setting.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

The provider must draw up an action plan within 20 working days showing how the key issues detailed above will be addressed. A copy of the action plan must be sent to the local education authority. The Department for Education and Skills will write to the provider asking for a copy of the action plan. The Secretary for Education and Skills will then decide whether to withdraw the provider's entitlement to receive funding for 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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